LOCAL ECONOMIC DEVELOPMENT

COURSE DETAILS
Course Code: Course Title: Semester: Course Type: Instructor: E-mail: Phone: ECON 6372/PA 6342 LOCAL ECONOMIC DEVELOPMENT Fall 2011 Online course taught via eLearning Dr. Wendy L. Hassett, Clinical Associate Professor via the mail icon on our eLearning course page or wendy.hassett@utdallas.edu (334) 209-1311 or (334) 329-1083

COURSE DESCRIPTION
This course will focus on urban economic development activities and policy. It will explore not only the policies used by local governments to attract, retain, and create a healthy municipal economic base, but also actual political, economic, and social contexts in which economic development occurs. Particular consideration will be given to issues related to economic development planning, strategies, and mechanisms. A strong local economy produces taxes allowing governments to achieve their missions in education, infrastructure, and service delivery. The success or failure of economic development activities at the local level directly impacts municipal residents and, more broadly, the welfare of the states and the nation.

STUDENT LEARNING OUTCOMES

To broaden students' understanding of local economic development and the many ways it is connected to other aspects of public affairs. To enhance the local economic development skill set that students bring to the public sector workplace. To expose students to the political, economic, social and theoretical context in which local economic development occurs. To recognize the role that a healthy and vibrant local economy plays in the growth and development of cities. To develop written communications skills through summarizing readings and analyzing cases.

REQUIRED READINGS

Watson, Douglas J. and John C. Morris, eds. 2008. Building the Local Economy. Athens, GA: Carl Vinson Institute of Government

E-reserve journal articles cited in this Syllabus are accessible electronically via eReserves available on our eLearning course page. NOTE: The password to access these articles will be available once you log on our course home page.

CITATIONS
In accordance with departmental standards, all citations should use Turabian, 7 edition. If you are not familiar with this, pick up a copy of the following to keep on hand: Turabian, Kate L. 2007. A Manual for Writers of Research Papers, Theses, and Dissertations. 7th ed. Chicago: The University of Chicago Press.
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LIBRARY ASSISTANCE
UTD Library Contact: Carol Oshel, Reference/Distance Librarian; carol.oshel@utdallas.edu; 972-883-2627.

COURSE ASSIGNMENTS
Journal- Each student will build a personal online Journal that summarizes the major message and concepts of the lectures and readings. The required format is described below and an example is available in our eLearning course. During the semester, the Journal will assist you in understanding and applying the readings within the context of course assignments. Your Journal is not a book report, but rather a representation of what is important to understand from the readings. The intent of the Journal to capture your thoughts about the ideas, facts, or issues presented and to summarize these in a form that will be useful to your intellectual journey. The Journal should demonstrate your mastery of the material and its application in a thoughtful, clear, and well-written narrative. Proper citations should be used. Students compose their Journal via the eLearning course website. The link to the appropriate journal is located within each weekly module. Journals are private and can only be viewed by the student and the instructor. Journals can be edited until they are locked for grading as explained herein. Students are encouraged to keep up with their Journals weekly. All Journals are visible to Dr. Hassett at all times. Do NOT USE the "DRAFT" feature to compose your Journal. Important information about the Online Journal: Each week should have its own box in the Journal. Within that box, each entry should be clearly labeled. The Subject line should include the Week number. The text in your online Journal may be edited until it is hidden for grading. Compose your entries in the online Journal as you complete the readings. In other words, you should read the assigned reading/lecture, compose your Journal entryread the next assigned reading, then compose that entry, and so on. Completing the Journal elsewhere and pasting it in just prior to the deadline is NOT RECOMMENDED.

Each week, each student should make the following postings to the online Journal: Lecture Summary: Each lecture should be summarized. This summary should consist of just one paragraph. Reading Summaries: Each weekly reading/video assignment listed in this Syllabus should have an entry in your Journal. It does not matter if it is located in your text, weekly learning module, or on e-reserves. Each assignment listed in the Syllabus should be included - unless specifically noted otherwise. Each reading should have its own entry. (In other words, do not combine summaries of readings by different authors into one entry.) Each reading summary should be completed in the same order as presented in the Syllabus. Each entry should consist of just a paragraph or two. Bulleted points are acceptable. Each entry should include specific quotes and page numbers to support your statements/conclusions. Each entry should include the following LABELED sections: Full and complete reference. (See Turabian, 7 ed., Chapters 18 &19) Main argument. What are the authors main points? Take-aways. What are your "take-away" points from this reading? Include at least two (2) from each reading. 2
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Concept Synthesis: After completion of lecture entry and the weekly reading entries, each student should compose one or two paragraphs that tie all of the assignments together. DO NOT RE-SUMMARIZE THE READINGS HERE. Instead, compose your insights that show evidence that you really understood and "connected" the readings. This brief composition should synthesize the major concepts of all the weeks readings. This entry should demonstrate the high level of analysis typically expected in graduate classes. Be sure to label this section as the Concept Synthesis. This section should be considered to be of the utmost significance. It should offer a big picture view of the topic and may speak to the applications, costs, and/or benefits of the topic examined. You may want to start by asking yourself: How do the readings assigned this week relate to each other? What new insights have I gained through these readings? What are my thoughts about this topic in light of the perspectives offered by these authors?

Journal Grading. Grading of the Journal is handled a bit differently than other assignments because it is intended to be composed online. Journals are "hidden" from students' view (so no more changes can be made) at midnight on Sunday of the week they are due. See the weekly assignments for more details on this matter. Journals will be graded at various intervals during the semester as described herein. Journal grades are based on the instructions described in this section and on the degree to which each student demonstrates that she/he has read and comprehends the material. Proper referencing and academic form should be used. Once Journals are hidden for grading at midnight on Sunday the week they are due, they are graded as-is - even if a Journal is empty. Late Journal submissions are not accepted. Threaded Discussions- Learning, like almost everything, is more enjoyable when it is a shared experience. Threaded discussions provide a way for us to share this learning experience together. Students are highly advised to read the following description of these discussions and take careful note of the information to take full advantage of the potential points available via these discussions. The threaded discussions work this way: A discussion question is posted for each week it is due under the weekly icon. Each week a discussion is assigned, you are expected to participate in the discussions that occur there. The active and consistent involvement of each student is expected throughout the semester. Each student shall make one main posting addressing the weekly question AND have at least one other "follow-up" posting demonstrating he/she is engaged in the discussion as it occurs. I will post some final comments and thoughts at the end of the week. Postings may begin as early as Monday morning and continue until midnight on Sunday. If a posting is made within ten minutes after the deadline, there will be a one point deduction for each minute after midnight. Postings made after 12:10 am will be given a grade of 0. It is crucial that each student stays up to date on the readings in order to get his/her postings completed on time. Each student is expected to participate in all of the threaded discussions. (The first threaded discussion posting during Week 1, while mandatory, is not graded.) When posting to the discussion, please keep the following guidelines in mind: Your Responsibility. For all discussions, students should be careful to respond to all aspects of the original question(s). We will use two formats: threaded discussions and discussion posts. For THREADED DISCUSSIONS, do not pretend you are in a vacuum. Acknowledge and react to what others have already said. Students are encouraged to support or take issue with points raised by other students. For DISCUSSION POSTS, students should read all the posts, but should not respond to their colleagues. Also, be sure to compose an answer independent of what others have said. In other words, do not rely on what others have said for your post.

Are You Adding Value? Similar to the discourse in seminar classes, I am looking for only substantive contributions. Participants are expected to have read the material in advance of their postings so they can share insightful comments, criticism, and perspectives with the class. Some students may find it useful to compose the posting in a Word document to facilitate editing prior to making the actual posting online. Be sure to include in your posting specific references to the assigned readings (by authors name, year of publication, and page number) and the lecture to demonstrate your grasp of the concepts. In other words, you should demonstrate that you have read and digested the assigned materials. Lectures may be cited, but do not count as an assigned reading. It's the Quality that Counts. The quality of the posting is more important than quantity. Two to four paragraphs should be sufficient to get your point across. 3

Give it a Name. Your posting should include a descriptive and appropriate phrase (a title for your contribution, so to speak) in the Subject field. This will help to organize the discussion. Stay Involved. You are expected to be involved in the discussion throughout the week. You should visit the discussion several times each week to keep up with the discussion taking place. Making one post is not adequate to receive full credit. Each student should make one main posting addressing the weekly question AND have at least one "follow-up" posting demonstrating he/she is engaged in the discussion as it occurs. A helpful hint: If someone makes reference to your contribution or takes issue with something you have stated, you will want to respond before the time has elapsed for the week. If you do not respond, it is obvious that you are not checking back on the threaded discussion as it develops. It's a Conversation. Since the threaded discussions are our class discussions, the same rules apply as in class. In general, these include the following: become engaged in class discussion, be honest, dont posture, be respectful, and dont ramble. In addition, each participant is expected to employ all conventions of good English composition, including, but not limited to capitalization, grammar, spelling, punctuation, format, and referencing. Avoid "attaboy" posts. Posts that simply say you liked what someone else said or that you agree do not help advance the discussion. While you may agree with someone and may certainly say so, you should also offer something new, substantive, and insightful to the discussion to get credit for your contribution. If it Gives You Pause, Pause. During discussions, there may be professional disagreement. Do not make discussions personal. A fundamental premise underlying both academic freedom and public administration is respect for the individual. Disagree with respect not with contempt. Don't be a Habitual Procrastinator. Do not get in a habit of waiting until the end of the week to make your posting. Each student will be expected to make some early in the week postings. Grades will be reflective of when the posts are made. Do not post ahead of schedule. While it is acceptable (and encouraged) for students to work ahead of the stated schedule, work should be posted only during the week it is due. In other words, students should not post discussion threads or assignments in Week 10 during Week 9, for example. If students wish to compose their assignments in advance, they should maintain those on their personal computer and post them only during the week they are due. If this poses a problem, please let me know.

Grading Policy for Threaded Discussions: In grading the threaded discussion contributions posted by each student, I will look for three (3) things: 1. How well you respond to the specific discussion question (including the guidelines above). 2. How well you integrate the weekly readings into your answer.
Note: You may cite the lecture, but it does not fulfill the requirement to incorporate the weekly readings.

3. How well you respond/react to what others say (if required). Input that addresses all three items well will receive an evaluation of 90 or higher (A). Input that addresses all items marginally or addresses only two of the three will receive an evaluation between 80 and 89 (B). Input that addresses the items inadequately or addresses only one of the items will receive an evaluation of 79 or below (C/D/F). Case Study PowerPoint The purpose of this assignment is to provide an opportunity to connect the concepts discussed in the course with today's cities. For this assignment, each student will comprehensively examine an actual city from the perspective of an economic development professional. Each student will prepare a professional PowerPoint presentation that showcases a city for the purpose of professionally marketing it to a hypothetical corporation and industry looking to expand or relocate an industrial manufacturing facility. This semester, students will be required to select a city in the state of KANSAS. (Exceptions to this requirement may be requested, but will only be permitted under extraordinary circumstances.) Students are encouraged to conduct thorough research about the city, contact economic development professionals, and gather other published documents to obtain the information necessary to compile an informative presentation that strongly markets the community.
NOTE: Do not rely only on one or two people associated with the city to obtain the information required for this assignment. You will need to do your own research. In other words, you will need to be creative with how you obtain data. And, be sure to cite all your sources. Here are a few suggested sources of information:

US Census Chamber of Commerce (a newcomers' guide typically will offer useful quality of life information) City and public school websites (various information and statistics) Public Information or Marketing division of the City (if one exists in your city) City Planning Department (sometimes maintains transportation maps/information, demographic or other planning-related information) State Employment or Unemployment Office (employment rates, wage-related data) Office of Mayor, City Manager, City Clerk County Government Office

Presentation Style Requirements: 1.) 2.) 3.) Visual Interest: Clip art is not acceptable for this presentation. Instead, high-quality digital photos of the community should be used to add visual interest. (In other words, they should be visually sharp and crisp, not blurry.) Backgrounds: The slides should be designed with a colored background (that is, do not use white backgrounds). Consistency in backgrounds facilitates comprehension. Font: a.) The font to be used using a sans serif font to facilitate reading by the audience. (Arial is one example.) b.) In general, the size of the font used for narrative throughout the presentation should be a consistent size. c.) Do not use all caps. It comes across to an audience as shouting. 4.) 5.) 6.) Sound: Do not use sound on the slides. Content: Do not overload your audience with too much information on each slide. Length: How long should the presentation be? To a degree, it depends on the style you use in your presentation. However, as a guideline, it typically takes 45-75 slides to address all facets of this presentation in an aesthetically pleasing, thorough, and professional way. References: While not typical in these kinds of presentations, references must be used and printed in a very small font at the bottom of each slide as appropriate. For the purposes of our class, census data, popular and academic literature on economic development including course readings, as well as any internal documents, should be properly referenced. The required academic sources are typically only included in the second half of the presentation -not in the marketing part of the presentation. (See Outline below.)

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Outline: Students are urged to use the outline below to structure the presentation. In other words, present the information in the order outlined below. In addition to these areas, other items may be included based on the unique features of your chosen community. Remember, in some cases you will need to handle these issues delicately. The presentation should anticipate questions that might be raised during a professional presentation. 1. 2. First Slide(s): Identify the community, the title of the presentation, and your name. Include contact information for the economic development efforts. Introduction: Describe the community. Form of government Current municipal demographics and statistics Demographic trends Weather and notable geographical/environmental features Education information and statistics: public and private schools including state colleges and universities (enrollment trends, tuition costs, faculty, etc.) Healthcare facilities with statistics Utility availability and rates (power, gas, telecommunications, waste disposal, water, sewerage) Transportation and Interstate access (highways, railroads, airports, nearest navigable waterway, nearest deepwater port, motor freight carriers with terminals, overnight package carriers) Local taxes (sales, property, etc.) broken down Quality of Life: What would it be like for the company executives to live in your community and raise their families? What are the positive selling points? What image does the community have? Describe what makes the 5

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community unique (housing, shopping areas, recreation/parks, churches, cultural activities, the downtown, special annual events, recent recognitions such as Forbes Magazine's "top 100 places to do business," etc.) This section should include many photos to convey the "feel" of the quality of life your city offers. The best presentations typically use at least four (4) slides to cover this section. 4. Industrial Development: Provide a complete, easy-to-understand overview of the industrial development efforts of the city. DO NOT INCLUDE information about RETAIL areas here. This section should describe How economic development efforts of the city are handled organizationally. This should describe what entity is ultimately responsibility for recruitment and who has the authority to offer incentives. Who should the company contact for follow-up? The existing industrial parks including the history of the parks, current industrial tenants, availability of lots, etc. This should clearly be marketing the properties by providing all the information to the audience to provide all the location information necessary for the industry. This information should include location, site owner, a general description of the topography, transportation accessibility, zoning, soil information (if available), utility suppliers, and price per acre. The existing industrial plants (company name, products, location of plant, and year established- if available) The major employers in the area with total employment statistics Information on the presence of unions. (Do not ignore this requirement. If there are few or none, say so.) Wage data for at least five (5) basic job classifications (such as machine set-up operator, machinist, production assemblers, material handlers, bookkeeper, clerical, machinery maintenance mechanic, etc.) Workforce availability (unemployment rate) in city/county and surrounding area Various state, county or other municipal programs/incentives used by the city to recruit or assist industries

This is the end of the marketing part of the assignment. The second half should be addressed as the final slides in the presentation. In your presentation, be sure to clearly indicate that you are shifting from the first part to the second part of the presentation. 1) Analysis: Analyze the citys economic development efforts. i. Strengths and Weaknesses 1. What, in your opinion, are the citys three (3) most important strengths in regard to economic development? Give a brief background and describe why you chose each. 2. What, in your opinion, are the citys three (3) most critical weaknesses in regard to economic development? Give a brief background and describe why you chose each. ii. Application of Concepts & Theory: What three (3) concepts or theories that we have studied inform your analysis of this case? Identify the source of each and explain your rationale for choosing each. (Do not just list them.) 2) Recommendations: If you were hired as a consultant to assist city staff in the area of economic development, what five (5) specific recommendations would you have for the city to strengthen its overall economic development efforts? (Be realistic in light of the inherent challenges of local politics, finances, and legalities.) Describe each recommendation and your rationale behind each. 3) Lessons Learned: Discuss what lessons you personally learned from studying the case by addressing the following: How did the case relate to the material in this course? How did this project enhance your understanding of local economic development and economics/public affairs generally? What was the most important new thing you learned or considered differently as a result of this course?

4) References: Provide a complete set of references of the works you cited only. Organize your sources into the categories described below. A minimum of ten (10) peer-reviewed academic journal articles must be used that are NOT a part of the course readings. (Also, see A Word about Citations above.) Categories: sources that are a part of the course readings peer-reviewed, academic sources not included in this syllabus (minimum of 10) This assignment has two stages. Each stage is required to receive full credit for this deliverable. 6

Stage One: The Proposal. This brief proposal is submitted early in the semester. Include in the proposal the following sections: (a) TITLE: the proposed title* for the presentation; *Note about the proposed title: In this project, you are (primarily) marketing your community to corporate executives who are deciding on whether to locate in your city or in one of a handful of other cities. You are not writing an academic research paper. You should choose a title that is catchy and positive. For example, An Analysis of the Economic Development Efforts of Smithville is NOT APPROPRIATE for this presentation. However, The City of Smithville: Your Partner for Success IS appropriate. (b) TITLE RATIONALE: a one-paragraph rationale explaining why your chosen title is appropriate; (c) STRENGTH & WEAKNESS: 2-3 paragraphs describing one major economic development-related strength of the community and one major economic development-related weakness you will face in marketing the community**, and **Note about the major strength and weakness: Your selection of a strength and weakness should be researched-based - not just a guess. Remember to analyze your findings from the perspective of corporate decisionmakers not from the perspective of a tourist or someone looking to relocate. For example, is a vibrant downtown nightlife a major strength? For a visitor to the community possibly. For a corporation it is a non-issue. Is high unemployment a bad thing? Probably not from the perspective of the new company looking to hire employees. Think about what you include in these categories. (d) REFERENCES: a brief ANNOTATED bibliography consisting of at least seven (7) sources that are NOT a part of our assigned course readings. This bibliography should be in proper academic form and should list specific articles from academic journals (such as Journal of Political Economy, American Economic Review, Journal of Economic Theory, Journal of Development Economics, Journal of Monetary Economics, Journal of Economic Development, Economic Development Quarterly, Economic Development Review) and books (only) that you have identified that may be useful in this project. Websites and magazine articles should NOT be included here. See Turabian chapters 18 & 19 for required format. Special note about the Proposal: While the Proposal is not graded, late or poor (including incomplete) submissions that fail to follow these instructions will result in an automatic two (2) percentage point deduction from your final course grade. Stage Two: The Presentation. Submit your final presentation. Depending on the size of the file, you may need to zip the file prior to successful delivery. DO NOT WAIT UNTIL THE LAST MINUTE TO ATTEMPT TO SEND THIS FILE. Case Study Grading: The criteria used to judge each case study will heavily depend on the following: Project requirements Does the submission follow all the project requirements? Depth content and level of scholarship; the extent to which research is synthesized and intelligent insights offered. Does the level of accuracy and the comprehensiveness of the presentation meet standards for graduate work? Precision and organization from the perspective of the audience Does the project convey a high level of logical organization, professionalism (including spelling and grammar), and provision of detail? Is the overall presentation effective based on the target audience described herein? Personal thoughts Does the presentation include insightful, original comments that represent a unique, yet informed, perspective? Creativity & Aesthetics Does the presentation effectively convey the required information while also capturing the interest of the audience and maintaining a professional image?

COURSE GRADE
While failure to successfully submit some assignments will result in point deductions not shown here, the following are the main components of the course grade: Orientation Quiz Thought Assignment Essay Three (3) Journal submissions (10 points each) Case Study Four (4) Threaded Discussions (5 points each) A final course grade will be assigned based on the following scale: 90-100 points = A; 80-89 points = B; 70-79 points = C; 69 or below = F. 2% 10% 10% 30% 28% 20% 100%

LATE WORK
Threaded discussion - Postings should be made during the week they are due. If a posting is made within ten minutes after the deadline, there will be a one point deduction for each minute after midnight. Postings made after 12:10 am will be given a grade of 0. Journals - Journals should be written throughout the semester on our course home page. They should not be composed elsewhere and pasted just prior to the deadline. Therefore, LATE JOURNALS will not be accepted. Once the Journals are hidden for grading, there may not be any changes or additions. No exceptions. If a Journal is empty when it is hidden for grading, it will be given a grade of 0. Emailed Journals will not be accepted. Other Deliverables - All other late assignments will receive a deduction of ten percentage points for each week or portion thereof following the due date. Exceptions may include a mutually agreed arrangement made in advance or bona fide emergencies (be prepared to supply documentation). Problems with your personal computer (such as computer crashes) or sudden loss of internet access at your home do not count as an emergency. Review the schedule in this Syllabus. If there are conflicts, please discuss them with me ASAP. Please let me know is something significant happens to you during the semester that could interfere with your submitting class assignments on time (death in family, loss of job, etc.) Submitting your work late may be a calculated decision on your part. I certainly understand this. However, if you plan to or choose to submit an assignment late, please let me know. Students should make every effort to submit all final required course assignments by midnight on Sunday of the last week of class as identified in this Syllabus. Late final course assignments should be the exception and will be penalized as late work as described herein. Under no circumstances should students submit an assignment for credit after the last day of final exams as identified in the official University Academic Calendar for the applicable semester. Any assignment submitted after this day will not receive any credit.

TECHNICAL REQUIREMENTS, eLEARNING, AND COMPUTING ASSISTANCE

A number of videos are required in this class. I recommend you use Real Player to view these videos if you encounter any difficulty. For help with your computer-related questions, you have two options available. For assistance with eLearning issues, contact the eLearning helpdesk. Live web support is also available via the eLearning Helpdesk website. The UTD Computing Helpdesk provides technical assistance with problems on UTD Net ID accounts. Phone and email support is available. Check the UTD eLearning website for contact information and hours of operation.

INSTRUCTOR AVAILABILITY
One of the most important ways to be successful in this course is to have your questions answered in advance of your submission of assignments. So, if you have a question and this Syllabus does not answer it for you, ask me! You can contact me in a number of ways: Option #1: E-mail. This is likely our best method for communication. Please use the mail feature of our course in eLearning to contact me. I will generally respond to e-mail within 1-2 working days. If our course is not available to you, you may email me at the UTD email address on page 1 of this Syllabus. Option #2: Phone. Feel free to call me at the phone numbers listed on page 1 of this Syllabus.

UNIVERSITY COURSE POLICIES

Student Conduct & Discipline The University of Texas System and The University of Texas at Dallas have rules and regulations for the orderly and efficient conduct of their business. It is the responsibility of each student and each student organization to be knowledgeable about the rules and regulations which govern student conduct and activities. General information on student conduct and discipline is contained in the UTD publication, A to Z Guide, which is provided to all registered students each academic year. The University of Texas at Dallas administers student discipline within the procedures of recognized and established due process. Procedures are defined and described in the Rules and Regulations, Board of Regents, The University of Texas System, Part 1, Chapter VI, Section 3, and in Title V, Rules on Student Services and Activities of the universitys Handbook of Operating Procedures. Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations (SU 1.602, 972/883-6391). A student at the university neither loses the rights nor escapes the responsibilities of citizenship. He or she is expected to obey federal, state, and local laws as well as the Regents Rules, university regulations, and administrative rules. Students are subject to discipline for violating the standards of conduct whether such conduct takes place on or off campus, or whether civil or criminal penalties are also imposed for such conduct. Academic Integrity The faculty expects from its students a high level of responsibility and academic honesty. Because the value of an academic degree depends upon the absolute integrity of the work done by the student for that degree, it is imperative that a student demonstrates a high standard of individual honor in his or her scholastic work. Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related to applications for enrollment or the award of a degree, and/or the submission as ones own work or material that is not ones own. As a general rule, scholastic dishonesty involves one of the following acts: cheating, plagiarism, collusion and/or falsifying academic records. Students suspected of academic dishonesty are subject to disciplinary proceedings. Plagiarism, especially from the web, from portions of papers for other classes, and from any other source is unacceptable and will be dealt with under the universitys policy on plagiarism (see general catalog for details). This course will use the resources of turnitin.com, which searches for possible plagiarism and is over 90% effective. Email Use The University of Texas at Dallas recognizes the value and efficiency of communication between faculty/staff and students through electronic mail. At the same time, email raises some issues concerning security and the identity of each individual in an email exchange. The university encourages all official student email correspondence be sent only to a students UTD email address and that faculty and staff consider email from students official only if it originates from a UTD student account. This allows the university to maintain a high degree of confidence in the identity of all individual corresponding and the security of the transmitted information. UTD furnishes each student with a free email account that is to be used in all communication with university personnel. The Department of Information Resources at UTD provides a method for students to have their UTD mail forwarded to other accounts. 9

Withdrawal from Class The administration of this institution has set deadlines for withdrawal of any college-level courses. These dates and times are published in that semester's course catalog. Administration procedures must be followed. It is the student's responsibility to handle withdrawal requirements from any class. In other words, I cannot drop or withdraw any student. You must do the proper paperwork to ensure that you will not receive a final grade of "F" in a course if you choose not to participate in the class once you are enrolled. Student Grievance Procedures Procedures for student grievances are found in Title V, Rules on Student Services and Activities, of the universitys Handbook of Operating Procedures. In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments of academic responsibility, it is the obligation of the student first to make a serious effort to resolve the matter with the instructor, supervisor, administrator, or committee with whom the grievance originates (hereafter called the respondent). Individual faculty members retain primary responsibility for assigning grades and evaluations. If the matter cannot be resolved at that level, the grievance must be submitted in writing to the respondent with a copy of the respondents School Dean. If the matter is not resolved by the written response provided by the respondent, the student may submit a written appeal to the School Dean. If the grievance is not resolved by the School Deans decision, the student may make a written appeal to the Dean of Graduate or Undergraduate Education, and the deal will appoint and convene an Academic Appeals Panel. The decision of the Academic Appeals Panel is final. The results of the academic appeals process will be distributed to all involved parties. Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations. Incomplete Grade Policy Per university policy, incomplete grades will be granted only for work unavoidably missed at the semesters end and only if 70% of the course work has been completed. An incomplete grade must be resolved within eight (8) weeks from the first day of the subsequent long semester. If the required work to complete the course and to remove the incomplete grade is not submitted by the specified deadline, the incomplete grade is changed automatically to a grade of F. Disability Services The goal of Disability Services is to provide students with disabilities educational opportunities equal to those of their non-disabled peers. Disability Services is located in room 1.610 in the Student Union. Office hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30 p.m. The contact information for the Office of Disability Services is: The University of Texas at Dallas, SU 22, PO Box 830688, Richardson, Texas 75083-0688; (972) 883-2098 (voice or TTY) Essentially, the law requires that colleges and universities make those reasonable adjustments necessary to eliminate discrimination on the basis of disability. For example, it may be necessary to remove classroom prohibitions against tape recorders or animals (in the case of dog guides) for students who are blind. Occasionally an assignment requirement may be substituted (for example, a research paper versus an oral presentation for a student who is hearing impaired). Classes enrolled students with mobility impairments may have to be rescheduled in accessible facilities. The college or university may need to provide special services such as registration, note-taking, or mobility assistance. It is the students responsibility to notify his or her professors of the need for such an accommodation. Disability Services provides students with letters to present to faculty members to verify that the student has a disability and needs accommodations. Individuals requiring special accommodation should contact the professor after class or during office hours. Religious Holy Days The University of Texas at Dallas will excuse a student from class or other required activities for the travel to and observance of a religious holy day for a religion whose places of worship are exempt from property tax under Section 11.20, Tax Code, Texas Code Annotated. The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding the absence, preferably in advance of the assignment. The student, so excused, will be allowed to take the exam or complete the assignment within a reasonable time after the absence: a period equal to the length of the absence, up to a maximum of one week. A student who notifies the instructor and completes any missed exam or assignment may not be penalized for the absence. A student who fails to complete the exam or assignment within the prescribed period may receive a failing grade for that exam or assignment. If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of observing a religious holy day] or if there is similar disagreement about whether the student has been given a reasonable time to complete any missed assignments or examinations, either the student or the instructor may request a ruling from the chief executive officer of the institution, or his or her designee. The chief executive officer or designee must take into account the legislative intent of TEC 51.911(b), and the student and instructor will abide by the decision of the chief executive officer or designee. 10

Off-Campus Instruction and Course Activities Off-campus, out-of-state, and foreign instruction and activities are subject to state law and University policies and procedures regarding travel and risk-related activities. Information regarding these rules and regulations may be found at the website address below. Additional information is available from the office of the school dean. http://www.utdallas.edu/Business Affairs/Travel_Risk_Activities.htm

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These descriptions and timelines are subject to change at the discretion of the Professor.

SCHEDULE AND ASSIGNMENTS

All weeks on this Syllabus (with the exception of Week 1) run from Monday morning through midnight the following Sunday.

When are assignments due?

All assignments are due during the week, with on-time submission no later than midnight on Sunday, Central Time. The online Journals are also due at this time. They will be hidden while they are graded so that no more changes can be made. They will reappear after grading is complete. Week 1 TOPIC Online Course Overview While the semester officially begins on Wednesday, August 24, our first week will begin on Monday
morning, August 29, 2011.

1. Access the Lecture in Week 1 module. Note: This first lecture does not need to be included in your Journal. 2. Introduce yourself to the class via the Discussion POST (see below.) 3. Begin the Week 2 readings this week so you will be in sync with class work and will be able to post intelligently to the threaded discussion next week. 4. Compose your online Journal entries for the Week 2 readings. 5. Carefully review the Case Study assignment described in this Syllabus. Begin your research for a case. Once you decide on one, stake your claim to it via our course website. 6. In the Week 1 module, read "Expectations." 7. After you carefully read the Week 1 lecture, the entire Syllabus and Expectations, complete the graded Orientation Quiz. It is available during Week 1 only. Text: Turabian, Kate L. 2007. A Manual for Writers... Preface: xiii-xv Chapter 3: 24-35 familiarize yourself with ...Chapters 18 & 19 for future reference in this class
NOTE: This reading does not need to be summarized in your journal. However, points will be deducted throughout the semester for improper referencing form.

Assignment: Discussion POST: Post to the Threaded Discussion for Week 1 a brief professional biography (approximately 50 words) to introduce yourself to the class. Note: This first discussion posting is not graded. 2 Introduction to Economic Development Weekly Module: Video: Note: Be sure to include a summary of this video in your Journal. Economic Development: Pearland, TX. E-Reserves: Blakely, Edward J. and Nancey Green Leigh. 2010. Planning local economic development: Theory and practice, 101-113. Thousand Oaks, CA: Sage. Levy, John. 1990. What Economic Developers Actually Do: Location Quotients Versus Press Releases. Journal of the American Planning Association 56(2): 153-160. Blair, John P. and Laura A. Reese. 1999. Customization and Macroeconomic Efficiency in Approaches to Economic Development, eds. John P. Blair and Laura A. Reese, 307311. Thousand Oaks, CA: Sage. 12

Hewlett, Roderic. 2004. In Plain Sight. Economic Development Journal 3(4): 33-39. Disque, Sharon. 2004. A Seat at the Table. Economic Development Journal 3(1): 26-34.

Assignment: Threaded discussion DUE this week. Details are available in this week's learning module. (Review the Syllabus information on grading threaded discussions before you make your post.)

Local Government and Economic Development Weekly Module: ICMA Article: Changes in Barriers to Local Economic Development, Increased Competition Video: Note: Be sure to include a summary of this video in your Journal. Schaumburg (IL) Economic Development Department Text:

Watson and Morris: Introduction (pgs. 1-7 only)

E-Reserves: Patridge, Mark D. and Dan S. Rickman. 2009. Who Wins From Local Economic Development? Economic Development Quarterly 23(1): 13-27. Watson, Douglas J. 1995. The New Civil War. Praeger: Westport, CT. Chapter 1: Competitive Governments (excerpt) Logan, John R. and Harvey L. Molotch. 1987. The City as a Growth Machine in Urban Fortunes: The Political Economy of Place, 50-98. Berkeley, CA: University of California Press. Kimelberg, Shelley McDonough. 2011. Inside the growth machine: Real estate professionals on the perceived challenges of urban development. City & Community 10(1): 76-99.

Assignment: Threaded discussion DUE this week. Details are available in this week's learning module.

Theories of Economic Development (part 1) E-Reserves: Koven, Steven G. and Thomas S. Lyons 2003. Economic Development: Strategies for State and Local Practice. Washington, D.C.: ICMA. Chapter 1: Theories of Economic Development, p. 4-21. Sharp, Elaine B. 1990. The Meaning of Economic Development in Urban Politics and Administration, 215235. New York: Longman. Reese, Laura A. and Raymond A. Rosenfeld 2002. Civic Culture and the Theories of Local Governance in The Civic Culture of Local Economic Development, 17-49. Thousand Oaks: Sage. Blair, John P. and Robert Premus 1993. Location Theory in Theories of Local Economic Development, eds. Richard D. Bingham and Robert Mier. Thousand Oaks: Sage.

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Theories of Economic Development (part 2) and Journal #1 Graded No Lecture this week. E-Reserves: Schragger, Richard C. 2010. Rethinking the Theory and Practice of Local Economic Development. University of Chicago Law Review 77(1): 311-339. Malizia, Emil E., and Edward J. Feser. 1999. Economic Base Theory in Understanding Local Economic Development, 51-63. New Brunswick, NJ: Center for Urban Policy Research. Blakely, Edward J., and Nancey Green Leigh. 2010. Planning local economic development: Theory and practice, 76-100. Thousand Oaks, CA: Sage. Schoales, John. 2006. Alpha Clusters: Creative Innovation in Local Economies. Economic Development Quarterly 20(2): 162-177. Currid-Halkett, Elizabeth and Kevin Stolarick. 2011. The Great Divide: Economic Development Theory Versus Practice A Survey of the Current Landscape. Economic Development Quarterly. 25(2): 143-157.

Assignment: FIRST JOURNAL GRADED (Covering Weeks 2-5) REMINDER: Your first Journal will be hidden for grading at midnight on Sunday of this week. So, be sure you finish summarizing these readings in your Journal before the end of the week. Late Journals submitted via email will not be accepted. 6 Case Study Proposal Week Prior to submitting your Case Study Proposal, be sure to watch the following video: Video: Economic Development Branding Case Studies: NOTE: A summary of this is not required in your Journal. Assignment: Submit your Case Study Proposal via the instructions in this weeks module. Be sure to review the description of the Case Study proposal in this Syllabus prior to submission. Failure to submit a complete proposal as instructed herein will result in an automatic two (2) percentage point deduction from the final grade. 7 Developing a Local Economic Development Strategy Weekly Module: US Border Cities Clustering to get Jobs Videos: Note: Be sure to include summaries of these videos in your Journal. Portland's Economic Development Strategy Clearwater County, Idaho Montgomery County, Ohio Economic Development Strategy Missouri Innovation Center - Columbia, Missouri

E-Reserves: Blakely, Edward J. and Nancey Green Leigh. 2010. Planning local economic development: Theory and practice, 211-234. Thousand Oaks, CA: Sage. Blair, John P. 1998. Quality of Life and Economic Development Policy. Economic Development Review 16(1): 50-54. Hampton, Paul and Rajeev Thakur. 2011. Nordic Windpower-Creative Strategy Implementation. Trade & Industry Development (March/April): 22-32. Feiock, Richard C. and Christopher Stream. 2001. Environment Protection Versus Economic Development: A False Trade Off. Public Administration Review 61(3): 313-321. 14

Kwon, Myungjung, Frances S. Berry, and Richard C. Feiock. 2009. Understanding the Adoption and Timing of Economic Development Strategies in US. Cities Using Innovation and Institutional Analysis. Journal of Public Administration Research and Theory. 19:967988. Cauchon, Dennis. 2011. If you build it, will they come? USA TODAY. April 25.

Local Economic Development Cases for Consideration (part 1) Text: Watson and Morris Nonprofit Organizations and Local Economic Development, Schortgen The Shrinking of Youngstown, Hassett Competition for High Tech Jobs in Second Tier Regions: The Case of Portland, Oregon, Mayer

Local Economic Development Cases for Consideration (part 2) No Lecture this week. Text: Watson and Morris Keeping up with the Joneses, Sharp Networking in Economic Development, Aaron and Watson E-Reserves: Portz, John. 1994. Plant Closings, Community Definition, and the Local Response. In The Politics of Problem Definition: Shaping the Policy Agenda, eds. David A Rochefort and Roger W. Cobb, 32-49. Lawrence, KS: University Press of Kansas. Alten, Jennifer. 2011. North Port, Florida. Trade & Industry Development (March/April) 20-21. Gilbert, Stuart C. 1994. Observations on the Saturn Project: Site selection, financial incentives, and impact. Economic Development Review 12(4): 35-44.

Assignment: Discussion POST DUE this week. Details are available in this week's learning module. 10 Marketing, Tools, and Negotiation and JOURNAL #2 GRADED (Weeks 7-10) Weekly Module: Strapped cities Text: Watson and Morris Implementing Economic Development Incentives, Sands and Reese E-Reserves: Koven, Steven G. and Thomas S. Lyons 2003. Economic Development: Strategies for State and Local Practice. Washington, D.C.: ICMA. Chapter 2, p. 29-53 Watson, Douglas J. 1995. The New Civil War. Praeger: Westport, CT. Chapter 2: The Weapons of War (excerpt) Sharp, Elaine B. 1990. Tools for Economic Development in Urban Politics and Administration, 236-257. White Plains, NY: Longman. Reese, Laura A., Twyla Blackmond Larnell, and Gary Sands. 2010. Patterns of Tax Abatement Policy. American Review of Public Administration 40( 3): 261-283.

Assignment: JOURNAL #2 GRADED (Weeks 7-10) - This Journal will be hidden for grading at midnight on Sunday of this week. Late Journals submitted via email will not be accepted. 15

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The Site Selection Process Weekly Module: Phil The Dealmaker Text: Watson and Morris Peering into the Economic Development Black Box: Insight into Firm Location, Melkers & Czohara E-Reserves: Kimelberg, Shelley McDonough. 2010. Can We Seal the Deal?: An Examination of Uncertainty in the Development Process. Economic Development Quarterly 24(1): 87-96 . Swope, Christopher 2001. Site Seers. Governing. November: 42-47. Burkey, Brent. 2010. Businesses weigh in on their decisions to relocate. Inside Business: 21-23. Goldsmith, Jeannette. 2011. Considerations and Methodologies for Corporate Headquarters Relocation. Trade & Industry Development (March/April): 88-100.

Assignment: Discussion POST DUE this week. Details are available in this week's learning module.

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Politics and Local Economic Development & Essay E-Reserves: Wolman, Harold and David Spitzley. 1996. The Politics of Local Economic Development. Economic Development Quarterly 10(2):115-150. Rubin, Herbert J. 1988. Shoot Anything that Flies; Claim Anything that Falls. Economic Development Quarterly 2(3): 236-251. Hassett, Wendy L. and Douglas J. Watson. 2007. Contentious Development in Spokane in When Cities Change their Form of Government, 86-111. Boca Raton, FL: PrAcademics Press. Fox, William F. and Matthew N. Murray. 2004. Do Economic Effects Justify the Use of Fiscal Incentives? Southern Economic Journal 71(1): 78-92.

Assignment: Essay Assignment: This assignment will be available to you in this week's learning module during this week only.

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Power and Policy-making No Lecture this week. Text: Watson and Morris Tragedy of the Crescent City: State and Local Economic Development in New Orleans Post Hurricane Katrina, Battaglio Rural Prison Sitings in North Carolina, Hoyman, Weaver & Weinberg E-Reserves: Reese, Laura A. and Raymond A. Rosenfeld 2001. Yes But: Questioning the Conventional Wisdom About Economic Development. Economic Development Quarterly, 15(November): 299-312. Byrne, Paul F. 2010. Does Tax Increment Financing Deliver on its Promise of Jobs? Economic Development Quarterly 24(1): 13-22. Wassmer, Robert W. and John E. Anderson. 2001. Bidding for Business: New Evidence on the Effect of Locally Offered Economic Development Incentives in a Metropolitan Area. Economic Development Quarterly 15(2): 132-148. Youngman, Joan. 2009. Location Tax Incentives: The Best of Times, the Worst of Times. Site Selection 54(6): 796-797.

Assignment: Journal #3 Graded (Weeks 11-13) This Journal will be hidden for grading at midnight on Sunday of this week. So, be sure you finish summarizing these readings in your Journal before the end of the week. Late Journals submitted via email will not be accepted.

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CASE STUDY POWERPOINT Assignment: Submit your Case Study to Dr. Hassett via eLearning mail. Refer to the Case Study section of the Syllabus for other submission details. Some files may require that you zip them before they are sent. If you have technical difficulty downloading your presentation, contact the Help Desk. If the Help Desk cannot help you resolve the issues, send the file directly to me as an attachment via our course mail feature. If the course mail does not work, send it to me at wendy.hassett@utdallas.edu. This final mode of delivery should be a last resort. Due to the possibilities of difficulty in sending your file, DO NOT WAIT UNTIL THE LAST MINUTE TO ATTEMPT TO SEND THIS DELIVERABLE. Early submissions are encouraged and welcomed.

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Final Lecture and Thought Assignment Due Assignment: Thought Assignment: This assignment will be available in this week's learning module during this week only.

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