Ph.D./M.S. in Public Affairs Program 2022-2023 Handbook

Ph.D./M.S. in Public Affairs Program

2022-2023 Handbook

Issued May 4, 2022

Adopted by the Ph.D./M.S. Public Affairs Program Committee May 3, 2022

Welcome to the Rutgers University-Camden Department of Public Policy and Administration’s

Ph.D./M.S. Program in Public Affairs!

As you begin or continue your graduate studies at one of the nation’s best research institutions of

higher learning, you join a distinguished group of faculty trained across a range of disciplines in

the social sciences. Our Public Affairs Ph.D./M.S. program is unique in its emphasis on the study

of community development, however, our rigorous curriculum in research methods will also

equip you with the necessary analytical skills to conduct high quality research in many areas of

public policy and applied social research.

This Handbook sets forth our expectations about the requirements and the timeline for

completion of the Ph.D. and M.S. degree programs. It outlines the governance of the programs,

details the curricula, and summarizes relevant University policies. Each student should read the

Handbook carefully early in the program and refer to it often to formulate a plan of study and to

avoid potential problems along the way. The Handbook, however, is no substitute for mentoring;

please remember, many important questions need to be explored and answered in consultation

with your adviser.

The Handbook is a living document and will be updated annually or as needed as rules change or

modifications to the program are made by the faculty. Governing policies are those in place at

the time the student is first enrolled in the Ph.D. or M.S. program, although students may request

to follow a subsequent curriculum. Exceptions such as these may be made on a case-by-case

basis by the Public Affairs Program Graduate Director.

We have made every effort to ensure that this Handbook is consistent with the existing rules and

procedures of Rutgers University. Should a conflict arise, however, the rules of the Rutgers

University-Camden Graduate School and of the University at large take precedence over any

statements and procedures discussed in the Handbook. Rutgers University-Camden Graduate

School academic policies may be reviewed here: http://catalogs.rutgers.edu/generated/cam-

grad_current/pg39.html. Questions regarding inconsistencies should be directed to the Graduate

Director.

~ The DPPA Faculty

Table of Contents

2022-2023 Academic Calendar

............................................................................................................................................................

I. Program Governance

............................................................................................................................................................

II. Admissions and Financial Aid

............................................................................................................................................................

A. Admissions

...................................................................................................................................................

B. International Applicants

...................................................................................................................................................

C. Transitioning from the M.S. to the Ph.D. Program

...................................................................................................................................................

D. Financial Aid

...................................................................................................................................................

(i) Need-based Grants and Employment

..........................................................................................................................................

(a) Federal Work-Study Program

.................................................................................................................................

4...............................................................................................................................

(b) Educational Opportunity Fund (EOF) Grants

.................................................................................................................................

(ii) Merit-based Assistantships & Other Competitively-Awarded Scholarships

..........................................................................................................................................

(iii) Non-Need-based Loans

..........................................................................................................................................

7........................................................................................................................................

..........................................................................................................................................

III. Public Affairs Program Curriculum

............................................................................................................................................................

A. Overview

...................................................................................................................................................

B. General Advising

...................................................................................................................................................

C. Course Requirements

...................................................................................................................................................

(i) Master of Science in Public Affairs

..........................................................................................................................................

(a) Introductory Courses

.................................................................................................................................

(b) Research Methods Courses

.................................................................................................................................

8...............................................................................................................................

.................................................................................................................................

(d) Elective Courses

.................................................................................................................................

(ii) Ph.D. in Public Affairs

..........................................................................................................................................

(a) Core Curriculum Courses

.................................................................................................................................

(b) Elective Courses

.................................................................................................................................

(iii) Ph.D. Students and the M.S. Degree

..........................................................................................................................................

(iv) Grading System

..........................................................................................................................................

(v) Transfer and Transient Credit Courses

..........................................................................................................................................

(a) Definitions and Basic Guidelines for Transferring Credits

.................................................................................................................................

(b) Other Transfer Credit Rules

.................................................................................................................................

(vi) Waiving of Requirements

..........................................................................................................................................

(vii) Policy Regarding Incompletes

..........................................................................................................................................

(viii) Pass/No Credit Courses

..........................................................................................................................................

(ix) Matriculation Continued

..........................................................................................................................................

(x) Leave Policy

..........................................................................................................................................

(xi) Auditing Courses

..........................................................................................................................................

D. M.S. Program Capstone Project

...................................................................................................................................................

E. Ph.D. Qualifying Examination

...................................................................................................................................................

(i) Written Examination

..........................................................................................................................................

(a) Social and Community Development Theory and Practice

.................................................................................................................................

(b) Quantitative and Qualitative Research Methods and Research Design

.................................................................................................................................

(ii) Assessment of the Written Examination

..........................................................................................................................................

(iii) Forming a Dissertation Committee

..........................................................................................................................................

(iv) Dissertation Proposal and Oral Defense

..........................................................................................................................................

F. Dissertation Requirements

...................................................................................................................................................

(i) Dissertation Guidelines

..........................................................................................................................................

(ii) Final Dissertation Defense

..........................................................................................................................................

(iii) Submission of Dissertation and Procedure for Awarding the Degree

..........................................................................................................................................

G. Research with Human Subjects

...................................................................................................................................................

H. Course Plans and Timeline for Completion of Degree Programs

...................................................................................................................................................

(i) Full-time M.S. Students

..........................................................................................................................................

(ii) Part-time M.S. Students

..........................................................................................................................................

(iii) Full-time Ph.D. Students With Master’s Degrees

..........................................................................................................................................

(iv) Full-time Ph.D. Students Without Master’s Degrees

..........................................................................................................................................

(v) Part-time Ph.D. Students With Master’s Degrees

..........................................................................................................................................

(vi) Time Limits for Graduate Degrees

..........................................................................................................................................

I. Graduate Assistantships

...................................................................................................................................................

(i) Notification Criteria

..........................................................................................................................................

(ii) Notification of Status

..........................................................................................................................................

(iii) Notification of Assignment

..........................................................................................................................................

(iv) GA Appointments, Reappointments and Research Assignments

..........................................................................................................................................

(v) Request for Research Absence for Graduate Assistants

..........................................................................................................................................

(vi) Office Space and Supplies

..........................................................................................................................................

IV. Research Opportunities, Conference Participation, and Student Awards

............................................................................................................................................................

A. Rutgers University Libraries

...................................................................................................................................................

B. Centers Affiliated with the Department of Public Policy and Administration

...................................................................................................................................................

C. Professional Associations

...................................................................................................................................................

D. Travel and Conference Participation Policies

...................................................................................................................................................

E. Public Affairs Dissertation Research Fund

...................................................................................................................................................

F. Rutgers University Graduate Student Conferences

...................................................................................................................................................

G. Faculty-Student Brown Bag Series

...................................................................................................................................................

H. Annual Doctoral Student Manuscript Award

...................................................................................................................................................

V. General Policies for All Public Affairs Students

............................................................................................................................................................

A. Student Status and Enrollment

...................................................................................................................................................

(i) Full-time vs. Part-time

..........................................................................................................................................

(ii) Non-matriculated Status

..........................................................................................................................................

(iii) Continuous Enrollment and Re-enrollment

..........................................................................................................................................

(iv) Registration

..........................................................................................................................................

B. International Students

...................................................................................................................................................

C. Veterans Benefits

...................................................................................................................................................

D. Academic and Professional Standards

...................................................................................................................................................

E. Letters of Recommendation

...................................................................................................................................................

F. Academic Integrity Policy

...................................................................................................................................................

G. University Policies Regarding Student Conduct and Student Privacy

...................................................................................................................................................

(i) University Code of Student Conduct

..........................................................................................................................................

(ii) Family Educational Rights & Privacy Act

..........................................................................................................................................

H. Satisfactory Progress

...................................................................................................................................................

I. Appeals Procedures

...................................................................................................................................................

(i) Grade Complaints

..........................................................................................................................................

(ii) Dismissal from the Program

..........................................................................................................................................

J. Students with Disabilities

...................................................................................................................................................

K. Information Technology

...................................................................................................................................................

(i) Setting-up a NetID and Rutgers Email

..........................................................................................................................................

(ii) Computer and Software Access

..........................................................................................................................................

L. Security

...................................................................................................................................................

M. Other Useful Campus Information

...................................................................................................................................................

Appendix A: Research Interests and Contact Information for Tenured and Tenure-Track Faculty

and Staff

Appendix B: Public Affairs Program Course Descriptions

Appendix C: Public Affairs Program Degree Plan Worksheets

Appendix D: Study Guide for the Written Portion of the Ph.D. Qualifying Examination

ACADEMIC CALENDAR

The academic calendar can be found on the Rutgers website here.

I. Program Governance

The Ph.D./M.S. program in Public Affairs/Community Development is administered by the

Rutgers University-Camden Department of Public Policy and Administration (DPPA). As such,

the faculty of the Department is responsible for the program. The Public Affairs Graduate

Director is the immediate point of contact for students and carries out the policies adopted by the

faculty. The Director also chairs the Public Affairs Program Committee which oversees the

operation of the program. Substantive changes in the rules must be approved by the full faculty;

however, the Graduate Director may make case-by-case exceptions for good cause and may

consult with the full Committee at his or her discretion. Nothing in this document overrides or

supersedes the general rules governing graduate study at Rutgers University-Camden, which may

be found on the Graduate School’s website: https://graduateschool.camden.rutgers.edu.

Governance Structure for the 2022-2023 Academic Year:

DPPA Department Chair: Patrice Marechal

Public Affairs Program Graduate Director: Stephen Danley

Ph.D./M.S. Program Committee: Stephen Danley, Gloria Bonilla-Santiago, Paul Jargowsky,

Maureen Donaghy, and Beth Rabinowitz.

DPPA Administrator: Lisa Vargas-Long (for most matters pertaining to the Public Affairs

program).

II. Admissions and Financial Aid

A. Admissions

Admission to the Public Affairs program requires a formal application, supporting documents,

and appropriate references. For applicants to the Ph.D. program, a relevant Master’s degree is

preferred; however, exceptional applicants with only a Bachelor’s degree and outstanding

credentials will be considered. All application materials must be provided by the application

deadline, which is January 10

for the Ph.D program, and March 1

for the M.S. program. Some

University financial awards require an earlier submission and students should consult with the

Program Director on the deadlines for full consideration. Apply online at

http://gradstudy.rutgers.edu by uploading the following required documents and information:

• Official graduate school admissions test scores. The Graduate Record Exam (GRE) is

preferred, especially for applicants seeking funding; however, results from the LSAT and

GMAT are also accepted. GRE/LSAT/GMAT scores may be no more than six years old.

Please use institution code 2790 to send official test scores to Rutgers University. GRE

scores are waived for all MS applicants and required for PhD applicants. There is one

exception for the PhD GRE requirement – students who are already in our MS program

and apply to enter the PhD may have their GRE requirement waived.

• An official transcript of all undergraduate and graduate coursework completed or in

progress. You may upload an unofficial (student-issued) transcript if there is a delay in

the processing of official transcript requests, but an official transcript is needed to

complete the application process. Official transcripts should be sent directly to the

Rutgers University-Camden Office of Admissions

(https://admissions.camden.rutgers.edu/contact-us). Any electronic transcripts should be

sent to e-t[email protected].

• Three letters of recommendation that indicate a potential for succeeding in the Ph.D. or

M.S. program. At least two of the letters should be from persons familiar with your work

in an academic setting, preferably at the graduate level for applicants to the Ph.D.

program.

• A résumé.

• Personal statement indicating your motivation to earn an M.S. or Ph.D. and what you will

bring to the class of students. Describe your background and experience, and how an

M.S. or Ph.D. will benefit your future.

• A statement of evidence of an ability to succeed in graduate-level quantitative methods

courses, such as successfully completed coursework in statistics, research methods, or

economics. (This statement may be included in the personal statement.)

• A writing sample of your choice.

Any supporting materials that are not uploaded into the Rutgers University Graduate Admissions

portal should be mailed to the Office of Graduate and Undergraduate Admissions, Rutgers

University-Camden, 406 Penn Street, Camden, NJ 08102-1400 U.S.A.

Applications will be reviewed by the Rutgers University–Camden Office of Graduate

Admissions and the DPPA Public Affairs Program Committee and decisions will be made within

one month of the application deadline. Preference is given to full-time applicants; the

Department admits very few part-time students each year. Applications that are incomplete by

the deadline, with the exception of the official transcript, will not be considered. Timely

submission is critically important to full consideration for graduate assistantships and other

financial awards. All applicants to the Ph.D. program will also be considered for admission to the

M.S. program.

Admitted applicants will receive notification of admissions and funding by regular mail and by

email from the Rutgers University-Camden Office of Admissions. Applicants to the Ph.D.

program who accept admissions offers must indicate their acceptance by February 5

, and for the

M.S. program by May 30

. You must indicate your acceptance through the online application

system, accessed through the Admissions Office’s Application Status page

(https://admissionservices.rutgers.edu/graduate/programStatusLogon.app). Failure to formally

accept an offer online by the deadline could result in it being withdrawn. More information for

admitted students may be found here: https://graduateschool.camden.rutgers.edu/admitted-

students/.

B. International Applicants

If you are currently studying in the U.S. on an F-1 or J-1 visa, or intend to enter the U.S. with a

student or scholar visa, you are considered an international student. The application process is

the same as above for domestic applicants, however, international students must submit proof of

English language proficiency if their undergraduate education was completed in a country where

the primary language is not English.

Proof of English language proficiency is established by the TOEFL (minimum score of 79) or

IELTS (acceptable score of 6 or greater) exam. The Rutgers University TOEFL code for

submission of test scores is 2765.

International applicants may be exempt from submitting test scores by completing Level 112 of

the ELS Intensive English for Academic Purposes program, or by earning a grade of B or better

in a college-level English composition course at an accredited U.S. college (not a foreign

affiliate).

International applicants who are not already in the U.S. on a program of study should apply for a

student visa only after being accepted for admission to Rutgers University.

More information for International applicants to the Rutgers University-Camden Ph.D./M.S. in

Public Affairs program may be found here:

https://admissions.camden.rutgers.edu/apply/international-applicants.

C. Transitioning from the M.S. to the Ph.D. Program

The M.S. in Public Affairs program is a terminal degree program; however, because the

curriculum is aligned with the core curriculum of the Public Affairs doctoral program, M.S.

students interested in continuing their studies at the doctoral level who meet certain criteria have

the opportunity to seamlessly transition to the Ph.D. program.

M.S. students interested in continuing in the Ph.D. program, may apply for admission after

completing one year or 18 credits. A formal application as outlined above is required, though

students do not need to submit new graduate admissions exam results. As mentioned above, the

GRE is waived for M.S. students. Applications will be reviewed by the Public Affairs Program

Committee during the regular admissions cycle. To be considered, M.S. students must maintain a

3.0 GPA, and only those courses with a 3.0 or better will count toward fulfillment of the Ph.D.

curriculum requirements.

D. Financial Aid

Financial aid for graduate study is available in the form of ‘need-based’ grants and employment;

merit-based assistantships for students in the Ph.D. program and other competitively awarded

grants; and non-need-based loans. We recommend filing the Free Application for Federal

Student Aid or FAFSA (https://fafsa.ed.gov/) by January 10

for each school year in which the

student seeks financial assistance using the Rutgers University school code 002629. A student

does not have to be accepted into a Rutgers degree-granting program to file a FAFSA; however,

formal acceptance is required before the Office of Financial Aid (OFA)

(https://financialaid.rutgers.edu/) can determine eligibility for aid.

It is important to note that applicants interested only in merit-based assistantships need not file a

FAFSA; rather, they should indicate in their application that they would like to be considered for

merit-based awards.

(i) Need-based Grants and Employment

‘Need-based’ financial aid is based on family income, as reported on the FAFSA form. An

applicant is eligible for need-based aid if the difference between the cost of attendance, which

includes tuition and fees, books, room and board, transportation, and other education-related

expenses, and the ‘expected family contribution’ or EFC, as calculated from the FAFSA

information, is greater than zero.

There are two need-based financial aid programs open to graduate students at Rutgers

University: employment through the Federal Work-Study program, and the Educational

Opportunities Fund program.

(a) Federal Work-Study Program (FWSP)

Students who wish to be considered for the FWSP must be financially eligible according to

federal and university policies. Students must meet all annual OFA eligibility parameters for

obtaining aid, and must adhere to all deadlines. Continuing students must also meet a minimum

earnings requirement, established by the OFA, in order to be eligible from year to year. Please

see the OFA’s webpage for more information about this program

(https://financialaid.rutgers.edu/student-work/students/apply-for-federal-work-study/).

(b) Educational Opportunity Fund (EOF) Program

The New Jersey Educational Opportunity Fund Grant is awarded to New Jersey-resident

graduate students from educationally disadvantaged backgrounds with demonstrated financial

need. The number of available grants is limited and may not match the number of students

eligible for these awards from year to year. However, once awarded, grants are renewable

annually based upon satisfactory academic progress and continued financial eligibility. Graduate

students may receive up to $4,350 per year depending on costs and calculated financial need. To

be eligible for an EOF grant, a student must have been a New Jersey resident for twelve

consecutive months prior to the award period; must demonstrate “historical poverty” as defined

by EOF guidelines (see here: https://www.nj.gov/highereducation/EOF/EOF_Eligibility.shtml),

as well as adhere to family size and income cut-off levels; and must be enrolled full-time. The

graduate student EOF application for 2020-2021 may be found here:

https://rutgers.qualtrics.com/jfe/form/SV_1yTgUay6yy6LTHT.

(ii) Merit-based Assistantships and Other Competitively-Awarded Scholarships

Major financial support awarded on the basis of academic merit is available for a limited number

of full-time doctoral students in the form of Graduate Assistantships (GA). GA’s are not

available for students in the M.S. program (see pages 5-6 for Rutgers-Camden Graduate School

awards available to M.S. students). At Rutgers University, a ‘Graduate Assistant’ or GA is the

general term for a funded full-time graduate student who can serve as either a Teaching Assistant

(TA) or a Research Assistant (RA) depending on the needs of the Department and the student’s

faculty supervisor.

Full-time GA appointments cover the period of an academic year, from August 25

Commencement, and come with a stipend, full tuition remission and fee waiver. For payroll

purposes, appointments are effective September 1

through June 30

of the academic year. In

addition, Graduate Assistants are eligible for health insurance and certain other benefits as long

as they are in good standing in the Ph.D. Program. For more information on GA benefits, please

see http://uhr.rutgers.edu/sites/default/files/TA-GABenefitsGuide.pdf, and

http://uhr.rutgers.edu/faq-health-insurance-ta-ga-less-full-time-appointment. For more

information regarding tuition and fees, please refer to http://studentabc.rutgers.edu.

Students will be notified of their assignments for the academic year by the Graduate Director by

August 15

. GA duties include research in public policy, community development, and related

fields under the supervision of a faculty member, or other duties or tasks defined by the Graduate

Director. Although it is understood that the weekly workload will fluctuate during the term of

appointment, Graduate Assistants are expected to devote no more than an average of fifteen (15)

hours a week, or approximately 570 hours per semester, toward the accomplishment of their

duties, excluding work associated with academic progress toward the degree. Students with a GA

appointment may not have outside employment; this is explicitly prohibited by state law and, for

students on federal grants, by federal law. For more information regarding GA duties and

responsibilities, see Section III.G of this Handbook.

In addition to Graduate Assistantships, there are several other competitively-awarded Camden

Graduate School and Rutgers University scholarships, as described on the Camden Graduate

School’s website (see here: http://graduateschool.camden.rutgers.edu/current-

students/scholarships-assistantships/):

Dean’s Graduate Scholarship

Scholarship funds are intended for tuition only (and not fees), and available for

one academic year only – this scholarship is not automatically renewed. Eligible

students may be full- or part-time Master’s or doctoral students, and in-state or

out-of-state status. Students with Graduate Assistantships, government

sponsorship, or students who are Rutgers employees are not eligible. Awards

range from $2,000 to $10,000 for the academic year.

Dean’s Competitive Scholarship for Out-of-State Students

This scholarship is awarded on a competitive basis to incoming, domestic

Master’s and doctoral degree program applicants who reside outside of New

Jersey. The scholarship covers the cost differential between in-state and out-of-

state tuition for full-time students taking a minimum of nine credits, up to twelve

credits per semester for up to four sequential semesters (two academic years, fall

and spring semesters only). Students are nominated by each department for this

award.

Chancellor’s Scholarship for International Students

The Camden Graduate School Chancellor’s Scholarships for international

students are available to all non-sponsored, international F-1 applicants who meet

the requirements and enroll full-time in a Master’s or doctoral degree program in

the Graduate School. All scholarship recipients must meet the international

admissions criteria. These scholarships are awarded based on merit: a $10,000

scholarship ($5,000/semester) if the GRE is waived or the GRE score less than

150; a $12,000 scholarship ($6,000/semester) if the GRE score is between 151

and 157; and a $14,000 scholarship ($7,000/semester) if the student’s GRE score

is 158 or higher.

University Fellowships/Scholarships:

The Rutgers-Camden FAS Dean’s Office will send out a “call for nominations”

when funding for the following campus-wide awards becomes available to

Rutgers-Camden graduate students. Please note: these awards are competitive at

the campus level across all departments and programs of the Camden Graduate

School:

Presidential Fellows

One Presidential Fellowship will be awarded to an incoming graduate

student in a doctoral program selected for a GA position. This award

carries an additional stipend of $15,000 per year and may be renewed up to

three years. Exceptional candidates are nominated by the Public Affairs

Program Director for consideration.

Bunche Fellowship

Two Bunche Fellowships will be awarded to incoming graduate students

representing a diversity population. The fellowship includes a stipend plus

tuition remission. Exceptional candidates are nominated by their Program

Director for consideration, and the award is renewable for a second year.

Hazel Vera Dean Fellowship

The Hazel Vera Dean fellowship is a scholarship awarded to one graduate

student who is a resident of New Jersey who shows financial need.

Trustee Fellowship in the Humanities and Social Sciences

One Trustee Fellowship will be awarded to a student representing a

diversity population and pursuing a Master’s degree likely to lead to a

Ph.D. in the same field. The fellowship includes a stipend and tuition

remission. Exceptional candidates are nominated by their Program Director

for consideration, and the award is renewable for a second year.

Coverdell Scholarship

Returning Peace Corps volunteers are considered for funding as a

Coverdell Scholarship. This scholarship includes a tuition remission, and

the award is renewable for a second year.

The Graduate School maintains a list of additional funding opportunities and resources for

searching for external financial support for graduate education (see:

https://graduateschool.camden.rutgers.edu/graduate-student-funding/).

(iii) Non-need-based Loans

Low-interest Graduate PLUS loans are available to graduate students to supplement an award

package. As part of the William D. Ford Federal Direct Loan Program, no bank or lender other

than the U.S. federal government is needed to receive a Graduate PLUS loan, and as such, PLUS

loans are not subject to commercial market conditions. For more information about Graduate

PLUS loans, see: https://financialaid.rutgers.edu/types-of-aid/loans/fedloans/.

Educational loans from private banks and financing agencies should only be considered after all

state and federal sources of financial aid have been exhausted. Rutgers University offers

reasonable no-interest tuition payment plans (see here for more information:

https://studentabc.rutgers.edu/tuition-payment-plans) which students should consider before

choosing to borrow money through a private educational loan program. Information on private

educational loans for Rutgers-Camden graduate students may be found here:

http://beta.elmselect.com/?schoolid=81#/schoolLanding.

III. Public Affairs/Community Development Program Curricula

A. Overview

The study of public affairs takes place at the intersection of increasingly complex economic,

political, legal, and social systems. Our rigorous interdisciplinary program, with its emphasis on

community development, brings together scholarship and applied research from the fields of

public policy, public administration, law, business, and the social sciences to prepare students for

careers in academia, applied research-related fields, the non-profit sector, and government.

B. General Advising

New graduate students will be assigned to the Public Affairs Program Graduate Director as their

faculty adviser. Students should consult with their academic adviser before registering for

courses each semester. To achieve a better match of substantive interests, students can request a

different adviser by consulting with the Graduate Director. The academic adviser for students in

their second year and beyond who have been awarded GA positions is their GA supervisor.

For Ph.D. students, upon forming a dissertation committee (described in Section III.D(iii)

below), the chairperson of the committee is their primary faculty adviser.

In February of each academic year, the Public Affairs Program Committee, in consultation with

the student’s academic faculty adviser, will conduct a review of each student’s progress toward

the M.S. or doctoral degree. For Ph.D. students, special attention will be paid to students

completing their first and second years of doctoral study to quickly identify any problems that

could preclude completion of the degree in a timely manner. Ph.D. students are expected to

maintain a GPA of 3.0 (a B average), and to adhere to the prescribed timeline for taking and

passing the qualifying exam, depending on part-time or full-time status (as detailed in Section

III.F). Students with Graduate Assistantships are expected to maintain a 3.5 GPA (B+) for annual

renewal of funding.

If the Public Affairs Program Committee determines that a student is not making satisfactory

progress toward the degree, the student and the student’s adviser will be notified in writing, the

problem identified and a course of action set forth so that the student has an opportunity to

improve. Failure to improve may result in dismissal from the program. A decision to terminate a

student from the program may be formally appealed (the appeals process is described in detail in

Section I). The decision to terminate a Ph.D. student’s GA is appealable pursuant to Article 23A

of the current AAUP-AFT contract. See section III.G for more information regarding Graduate

Assistantships.

C. Course Requirements

(i) Master of Science in Public Affairs

The M.S. in Public Affairs degree program consists of 30 credits, including an applied research

course taken in the last semester of study in which the student completes a thesis project.

(a) Introductory Courses (3 courses/9 credits)

• 824:701 Theory and History of Community Development

• 824:703 Logic of Social Inquiry

• 824:710 Planning, Markets, and Community Development

(b) Research Methods Courses (4 courses/12 credits)

• 824:702 Quantitative Methods I

• 824:714 Qualitative Research Methods

and, choose two:

• 834:608 Geographic Information Systems

• 824:708 Categorical and Limited Dependent Variables (Prerequisite – 709)

• 824:709 Quantitative Methods II (Prerequisite – 702)

• 824:718 Data Management

• 824:713 Research Design (Prerequisite – 709)

• 824:706 Practicum in Community Development (3 credits)

The Practicum is an opportunity to apply the research skills developed throughout the program in

a client-based or project-based pedagogy. It serves as the capstone course for M.S. students (and

an applied research course also open to MPA and Public Affairs doctoral students). When

opportunities are available, it could engage students in grant-funded or contracted work for a

public or non-profit client.

(d) Elective Courses (2 courses/6 credits)

The elective course requirement consists of two graduate level courses relevant to

community development and/or the student’s core research interests. Related

courses may be taken at the Rutgers University-Camden School of Law or School

of Business, or any department in the Rutgers University-Camden Graduate School

of Arts and Sciences (i.e., Childhood Studies, Social Work, Criminal Justice,

Economics, etc.). The Graduate Director maintains a list of courses in the Law and

Business Schools that are open to Ph.D. students and best suited to our program.

(ii) Ph.D. in Public Affairs

The Ph.D. in Public Affairs consists of 66 credits, including 51 credits of coursework and 15

credits for the dissertation. Full-time students should focus on completing core curriculum

courses in their first two years, part-time students in their first three years. Each student should

fill out a degree plan worksheet, to be updated each semester, and which serves as a record of

courses taken, milestones achieved, and exceptions granted. A copy of the student’s degree plan

will be kept on file in the program office. See Appendix B for course descriptions. Core courses

are offered once a year, and only during the fall and spring semesters.

(a) Core Curriculum Courses (8 courses/24 credits)

1. Introductory Courses (9 credits):

• 824:701 Theory and History of Community Development

• 824:710 Planning, Markets, and Community Development

• 824:703 Logic of Social Inquiry

2. Methods Courses (12 credits):

• 824:702 Quantitative Methods I

• 824:709 Quantitative Methods II

• 824:714 Qualitative Research Methods

and, choose one:

• 834:608 Geographic Information Systems

• 824:708 Categorical and Limited Dependent Variables

• 824:718 Data Management

3. Research Course (3 credits):

• 824:713 Research Design

The Public Affairs Program Graduate Director must approve any exemptions from or

substitutions for required courses. Requests should be submitted in writing and approvals must

be contemporaneously documented in the student’s file.

(b) Elective Courses (9 courses/27 credits)

The elective course requirement consists of nine graduate level courses relevant to community

development and/or the student’s core research interests. Related courses may be taken at the

Rutgers University-Camden School of Law or School of Business, or any department in the

Rutgers University-Camden Graduate School of Arts and Sciences (i.e., Childhood Studies,

Social Work, Criminal Justice, Economics, etc.).

Note: Prior versions of the curriculum required that students take two courses outside that

graduate school. That requirement no longer exists.

Students register for Dissertation Hours (1-9 credits per semester) only after successfully

defending their dissertation proposals and moving to ‘post-qualified’ student status.

See below for further information about preparing a proposal, forming a doctoral committee,

conducting research and writing a dissertation, and the doctoral dissertation defense.

Note: Curriculum requirements changed in 2018; students admitted to the Ph.D. program in 2016

or 2017 may elect the new curriculum, OR the curriculum in place when they were admitted.

Please see Appendix C for Degree Plan Worksheets for tracking current and prior curriculum

requirements.

(iii) Ph.D. Students and the M.S. Degree

As noted above, the M.S. degree curriculum is aligned with the core course requirements of the

Ph.D. program, with a few exceptions: M.S. students are not required to take 56:824:709

Quantitative Methods II, and are not eligible to take 56:824:713 Research Design unless they

take Quantitative Methods II as one of their additional Methods courses. Ph.D. students complete

27 credits of electives in addition to the core curriculum, compared to six credits of electives for

the M.S. degree, and complete a 15-credit dissertation. M.S. students, but not Ph.D. students, are

required to take 56:824:706 Practicum in Community Development, which serves as their

capstone course.

Thus, Ph.D. students interested in earning the M.S. degree should plan to take the 824:706

Practicum in Community Development as one of their electives in order to satisfy the M.S.

coursework requirements. Upon completion of the courses that constitute the M.S. curriculum,

including the Practicum, Ph.D. students may apply for the M.S. degree through the regular

Rutgers University-Camden Graduate School procedures

(iv) Grading System

The grading system for courses in the Rutgers University-Camden Graduate School is as

follows:

Grade

Definition

Numerical

Equivalent

Outstanding

4.0

B+

3.5

Good

3.0

C+

2.5

Passing

2.0

Failing

0.0

S/U

Satisfactory/Unsatisfactory

0.0

Incomplete

0.0

Withdraw

0.0

As noted above, all students are expected to maintain at least a 3.0 GPA throughout their

coursework (doctoral students with GA’s must maintain a 3.5 GPA). In the Public Affairs

program, the C and C+ are not considered Satisfactory grades. No more than two courses with a

grade of C/C+ are allowed across all courses taken at the Rutgers University-Camden Graduate

School.

S/U – Satisfactory/Unsatisfactory

May be assigned to 700-level courses of research carrying credit or to regular courses taken on a

non-credit basis.

IN – Incomplete (see Section III.C(vii) below).

W – Withdraw

For an official withdrawal from a course by the semester deadline.

(v) Transfer and Transient Credit Courses

(a) Definitions and Basic Guidelines for Transferring Credits

Transfer and transient credit are course credit earned at institutions other than Rutgers

University, or other graduate schools at Rutgers. Transfer credits are those earned before the

student enrolls in a particular graduate school at Rutgers, while transient credits are those earned

elsewhere after the student enrolls in a Rutgers school and graduate program.

All transfer credits must be approved by the Graduate Director, and all transient credits must be

approved BEFORE the student registers for a course at another institution or another Rutgers

graduate school while he or she is enrolled in our program. Requests for transient credit after-

the-fact will not be approved.

Students in the M.S. program may transfer up to six credits, and Ph.D. students up to 12 credits

of coursework from other Rutgers University graduate schools or other accredited graduate

institutions to count toward the total credit hours requirements of either program, contingent

upon certification by the Rutgers University-Camden Registrar.

Exceptions to this policy are limited to the discretion of the Public Affairs Graduate Director and

Program Committee. Note that courses taken at the Rutgers-Camden Law and Business schools

do not count toward the 12-credit limit. In addition, although students matriculating into the

Public Affairs program from our MPA program are not technically held to the one-third

transfer/transient credit limit because their credits were earned at the Rutgers-Camden Graduate

School, our department policy is to accept 18 of the 42 credits required for the MPA degree

toward the 24-credit elective requirement for the Ph.D. program. The transfer/transient limit for

the M.S. program remains the same for these students (six credits toward the six-credit elective

requirement).

A grade of “B” or better, or the equivalent, is required for all transfer and transient credits, and

approval of the Graduate Director is required for both. Transfer credits automatically count as

electives. Substitutions for core courses may be approved on a case-by-case basis by the

Graduate Director, and a copy of the class syllabi for transient or transfer courses may be

required. For the quantitative methods classes, a placement test may be used to determine

whether a student might substitute transfer credits.

(b) Other Transfer Credit Rules

• Credits cannot be transferred into the M.S. and Ph.D. programs until at least 12 credits of

coursework at the Rutgers-Camden Graduate School are completed. Grades must be a

“B” or better.

• Credits should not have been taken more than six years prior to the transfer request.

Students can appeal this rule in writing to the Graduate Director.

• Quarter-term credits are converted to semester credits by reducing the total by one third.

Additional information about transfer credit requirements.

Additional information about transient credit or intra-university registration can be found at:

https://graduateschool.camden.rutgers.edu/files/Application-for-Permission-for-Transient-Work-

writable-enabled-1.pdf

(vi) Waiving of Requirements

Where students have a demonstrated competency or course concentration in a particular area,

they may request that degree requirements in that area be waived. For instance, if a student

brings proficiency in statistical analysis, it may be redundant to take one or more of the required

quantitative methods courses. The waiving of a required course does not reduce the number of

credits required for the degree. The Graduate Director makes decisions about waived

requirements and will document the decision in the student’s file.

(vii) Policy Regarding Incompletes

A grade of Incomplete (IN) may be used at the discretion of the instructor when the student is

unable to fulfill the course requirements by the end of the regular term. At least 50 percent of the

class must be completed before an IN grade may be issued. The student must complete the

remaining coursework within a reasonable time period after the end of the semester, as

determined by instructor, but no more than 12 months from the time the Incomplete was

assigned. The specific assignments and the timeline for completion should be stated in a written

agreement. The normal grace period for completion of any graduate level Incomplete grade is

one year, as stated in the Graduate School catalogue. Extensions beyond one year must be

justified in writing and approved by the Instructor, the Graduate Director, and the Senior

Associate Dean of the Graduate School using this form.

Using the Registrar’s electronic change-of-grade procedure, the instructor changes the grade to a

regular letter grade once the student submits the completed work. The regular letter grade will

then appear on the student’s transcript and will be factored into the student’s GPA. Unlike

undergraduate IN grades, graduate IN grades do not automatically convert to an F after one

semester; however, if an official request for an extension is not filed before the end of the one-

year grace period, the IN grade will convert to a permanent Incomplete (PIN) on the student’s

transcript.

Students with two or more Incomplete grades are not permitted to register for additional courses

without permission of the Graduate Director. Incomplete grades may negatively affect the annual

assessment of student progress toward the doctoral degree and should be cleared within one

semester.

(viii) Pass/No Credit Courses

With permission of the Graduate Director, and subject to available space, a student may take any

graduate course on a Pass/No-Credit basis. The decision to do so must be made at the time the

student registers for the course. Students are graded Pass (PA) or No Credit (NC). A Pass grade

earns degree credit and is equivalent to an A, B, or C. A No-Credit grade is equivalent to an F. In

either instance, the GPA is not affected.

(ix) Matriculation Continued

Once admitted to either the M.S. or Ph.D. programs, students are expected to maintain

continuous enrollment and to make academic progress toward the degree. However, there are

personal and other reasons why students temporarily may not be able to take courses. To

maintain continuous enrollment in a semester in which a student who has not yet completed his

or her coursework may not be able to take courses, the student should nevertheless maintain

matriculation by registering for 56:824:800 Matriculation Continued. Matriculation Continued

maintains enrollment (see Appendix B for more details). The student will be charged a modest

fee to maintain matriculation.

If a student creates a break in enrollment by not registering for courses and later attempts to

return to the program, he or she must re-enroll in the program and register retroactively for

Matriculation Continued for the prior semester. Re-enrollment does not mean re-applying for

admission. Rather, re-enrollment is accomplished by filing the proper form with the Dean’s

Office. Students who break enrollment and fail to re-enroll within one year or who otherwise fail

to make arrangements with the Graduate Director are assumed to have withdrawn from the

program and will be dismissed. It is best to communicate with your academic adviser and the

Graduate Director if circumstances interfere with your ability to make progress toward the

doctoral degree. Research leaves-of-absence are discussed in Section III.G.(v), and Rutgers

University Camden Graduate School policies regarding time limits for completing the degree in

Section III.F.

(x) Leave Policy

a) Purpose: To define the conditions under which graduate students may request a Leave of

Absence from their program of study, and the process for resuming their studies.

b) Continuous Registration: Acceptance by a student to the DPPA program implies full

commitment to graduate and professional study. Such a commitment involves fulfillment

of degree work as quickly as possible, compatible with the requirements of the program.

Continuous enrollment between admission and the completion of degree work is thus

considered the norm and required unless a formal leave of absence is granted by the

Graduate Director.

We recognize, however, that circumstances may force students to interrupt their studies

temporarily. On the recommendation of a student’s director of graduate studies and other

departmental advisers, the Graduate School may grant a leave for a term or for a year to a

student in good standing.

If a Leave of Absence is needed, the graduate student should make the need known to

their department adviser and committee chair (if applicable) as promptly as possible and

before the first day of classes for the impacted semester.

A leave of absence granted for military duty, medical reasons, or family leave is typically

for up to one year and “stops the clock” on time to completion. Personal leave for other

reasons may be granted for up to one year with the approval of the Graduate Director, but

it does not automatically change the time limit.

c) Leave of Absence Policy: A Leave of Absence (LOA) is a temporary cessation. A Leave

of Absence (LOA) allows graduate students in good academic standing to postpone their

studies for a definite period, normally not to exceed two (2) years in the event of

unavoidable circumstances (e.g., documented medical reasons, active military duty, etc.).

All LOAs are reviewed and granted on a case-by-case basis. Leaves of absence from PhD

studies are typically granted for one or two semesters. Leaves requested for a longer

period are approved only in exceptional circumstances (for example, mandatory military

service).

The approval of a Leave of Absence is predicated on the expectation that the student will

resume their studies at the end of the absence. Upon return, the student is expected to

meet the program requirements in place when the student was originally admitted, unless

upon mutual agreement of the student and the program the student will meet the current

program requirements.

While on leave, a student will not be formally working towards the completion of

his/her/their program. No degree examinations may be taken while a student is on a leave

of absence. Students may not earn credit for courses taken at another institution during a

leave of absence. Leave should not be granted for the purpose of evading tuition charges.

A student without an approved leave of absence who fails to register each semester will

be considered to have withdrawn from candidacy for the degree. Approval by the

Graduate Director and recertification are required for reinstatement.

d) Application Procedure: To be eligible for a Leave of Absence, a graduate student must

be a currently enrolled student and in good academic standing as required by their

program and the Graduate School. Students wishing to take a leave of absence should fill

out of MS/PhD Leave of Absence Request form.

MS/PhD students will be granted a leave of absence for significant life events: military

duty, medical reasons, or family leave; any of these may require documentation.

Significant life events eligible for a Leave of Absence include, but are not limited to:

a. Illness/injury and recovery of the graduate student

b. Illness/injury and recovery of an immediate family member requiring care by the

graduate student.

c. Birth or adoption of a child.

d. Bereavement for the death of an immediate family member.

e. Active-duty service members or activated reserve-component members of the

U.S. Armed Forces and/or spouses/domestic partners of active-duty members or

activated reserve-component members who are ordered by their military service

to relocate or deploy and, as a result, are unable to complete a schedule of courses

for a given semester may request a Leave of Absence.

A graduate student who wishes to request a Leave of Absence (LOA) will submit to the

Graduate Director a completed Leave of Absence form which requires the endorsement

of the student’s academic advisor. Supporting documentation (of illness, military

circumstances, etc.) must be submitted with the LOA form. A letter of support from the

student’s departmental advisor, Graduate Director or the Department Head may be

included.

The LOA form must be approved by the Graduate Director. The terms of the leave will

be specified at the time the leave is granted.

Whenever possible, leaves should be timed to begin at the end of a term, preferably at the

end of a full academic year. If because of extreme or exceptional personal circumstances

a leave is granted to a student during a term, the leave will generally be inclusive of what

time is left in that term and the whole of the following term as well

Military, medical and family leave “stops the clock” on time to completion. Personal

leave for other reasons may be granted with the approval of the Graduate Director, but

does not, absent exceptional circumstances, “stop the clock” on time to completion.

Additional requirements for return may be imposed by the Graduate Director.

Students who do not matriculate in a semester will be put on probation, and after two

semesters will be dismissed from the program and required to reapply in order to resume

in the program.

e) Extended Absence: To ensure successful completion of the PhD, a student’s leave should

generally not exceed two years over the course of the doctoral program. However, under

exceptional circumstances, students may request an extension of leave, to be approved by

the Graduate Director in consultation with the Graduate Chair.

Extension requests should be submitted in writing prior to the original deadline made by

the student and at least 30 days before the expiration of the original leave of absence.

Notification must be given to the student’s adviser and the Graduate Director.

If it is determined in an individual case that extension of the leave period beyond two

years is appropriate, students may need to repeat coursework or other requirements, as

determined by the Public Affairs Committee.

f) Re-enrollment: Students who take an extended leave of absence must re-apply during the

fall or spring application period. Reenrollment after an approved leave will not depend on

ranking among new applicants but will be subject only to

(1) confirmation by the department of the student’s continued professional suitability,

(2) a written request from the student to reenroll, and

(3) completion by the student of requirements, if any, stipulated by the department

and/or the Public Affairs Committee or the Graduate school as conditions for

reenrollment.

The student’s written request to reenroll must be received by July 1 for return in the

following fall term, and by December 1 for return in the following spring term.

Returning students will be required to meet any conditions of their Leave of Absence and

pay any outstanding balance on their student account before re-enrolling.

Students NOT returning from leave of absence within the approved date may be required

to reapply to the Graduate School and undergo a new admissions process.

g) International Students: F-1 and J-1 students are required to pursue a full course of study

every fall and spring semester. However, we understand that situations may arise that

require you to take a break from your studies. In any such situation, even in the case of an

emergency, please contact an academic dean or your graduate program director and an

international student adviser about your situation before leaving the United States.

Please note that closing your SEVIS record will end your legal status in the United States.

Your SEVIS record will be closed (terminated) and you will need to leave the United

States if:

• you plan to withdraw from your courses

• you will not or cannot register for the next semester

• you are unable to meet full course of study requirements and you are not eligible for a

reduced credit load

Once terminated, you must leave the United States if your SEVIS record is closed

(terminated). You should depart the U.S. as soon as possible, and no later than 15 days

from your approved leave of absence/withdrawal. Failure to leave in a timely manner can

have negative implications on future visa/immigration applications.

International students must communicate their intention to take a leave of absence with

their ISSS advisor. You may need to obtain new immigration documents for re-entry.

If you are taking a leave of absence for a medical reason, you may be eligible for a

reduced credit load. If you are on approved medical leave, your SEVIS record will

remain active, and you may stay in the United States. Visit our Full Course Of Study

And Reduced Credit Load page for more information and contact an international student

adviser.

If you plan to return to your program at Rutgers after a leave of absence, you will need to

request a new I-20 or DS-2019. Please see our Returning to Rutgers page for more

information.

h) Impacts on Student Funding & Benefits: Taking a leave of absence can have a significant

financial impact on you. Please make sure you understand the potential ramifications

before formally applying for a leave of absence.

a. Graduate Assistantships: Graduate Assistantships are not available for students on

a Leave of Absence. If the student is currently being supported on a graduate

assistantship, fellowship, or traineeship, there is no guarantee that there will be

funding for that assistantship, fellowship or traineeship available upon return.

b. External Funding: Students receiving funding from external sources, such as

government grants, are subject to the conditions established by the funding

source.

c. Health Benefits: Taking a leave of absence (LOA) can impact a student’s

eligibility for health insurance benefits. Figuring out the impacts can be a

complicated process, so students who are considering a LOA should be in early

communication with both the Graduate School and the Student Health Center.

Detailed information about student health insurance can be found on the Student

Health Center website.

(xi) Auditing Courses

Upon the consent of the instructor, and subject to the availability of space, full-time graduate

students may audit courses without registration. It is understood that no academic credit is earned

in this manner, and no official record of audited courses is kept.

D. M.S. Program Capstone Project

M.S. students are required to enroll in 56:824:706 Practicum in Community Development during

their final semester (or, in some cases, final year). The Practicum is an opportunity to apply the

research skills developed throughout the program in a client-based or project-based pedagogy. It

serves as the capstone course for M.S. students (and an applied research course also open to

MPA and Public Affairs doctoral students). When opportunities are available, it could engage

students in grant-funded or contracted work for a public or non-profit client. Projects could

include data analysis, development of plans, interviewing and data collection. The research

experience is meant to provide a venue for applying theories and concepts learned through

coursework to real-world community development problems, and to create an opportunity for

gaining professional consulting skills.

E. Ph.D. Program Qualifying Examination

The purpose of qualifying or comprehensive examinations is to certify that the student is

“qualified” to transition from coursework to independent dissertation research. In our Ph.D.

program, the comprehensive exam consists of two parts: 1) a closed-book written examination

administered in two parts over two half-days, which serves to integrate and consolidate the

material from the core curriculum; and 2) the preparation of a suitable dissertation proposal

defended before the student’s dissertation committee. These elements are described in more

detail below.

The written examination may not be taken before the completion of the 24-credit core curriculum

and a total of 36 credits, including any transfer and transient credits. Prior to 2018, the applied

research course (56:824:706 Practicum) was part of the core Ph.D. curriculum, and students

could sit for the exam during the semester in which they took this course. Students admitted in

2018 and after are no longer required to take the Practicum.

The written examination must be taken within two semesters of completing all 51 credits of

required coursework, however, students are strongly advised to plan to take the exam in the

semester after the completion of the core curriculum. Any IN grades (Incompletes) must be

resolved before students may take the exam.

During the semester before a student intends to take the exam, it is the student’s responsibility to

consult with his or her academic adviser and then to notify the Graduate Director and DPPA

secretary that the student is prepared to take the exam in the following semester.

Upon passing the written examination, the student develops a dissertation proposal under the

guidance of a dissertation adviser, and executes an oral defense before the student’s dissertation

committee. This should be done within six months of passing the written exam.

For purposes of academic standing, a doctoral student is officially advanced to candidacy and

considered “post-qualified” (or ABD, “all-but-dissertation”) only after passing the written

examination and successfully defending the dissertation proposal. Post-qualified students who

are fully engaged in graduate study beyond the required coursework, and who are registered for

fewer than nine dissertation credits (official full-time status requires registration of at least nine

credits per semester), and who need to maintain full-time status for financial aid purposes may

apply for Full-Time Certification by filing the appropriate form with the Senior Associate Dean

of the Graduate School. See Appendix B and here for instructions and a pdf version of the form:

https://graduateschool.camden.rutgers.edu/current-students/forms/.

(i) Written Examination

The comprehensive written examination is not simply a replay of the final exams in the covered

courses. The purpose of the exam is to measure the extent to which students have integrated the

material into a cohesive understanding of the literature in the field and the research process.

As such, the two parts of the written exam cover community development theory and practice,

and social science research methodologies, as described in more detail below. As noted, the

written exam is scheduled for the week before the start of each semester and administered over

two days (with two days of rest in-between). Each part is five hours long and open notes.

Students are allowed to bring hard copies of their notes, but not electronic notes. There is no

limit to the quantity of notes that can be brought, but students may not bring pre-written prose to

be used in answering questions. Notes will be collected at the conclusion of the exam.

Preparation for the exam includes coursework and, optionally, self-organized study groups.

Coursework: The exam tests students’ knowledge of the field as indicated by the literature and

substantive material from the core curriculum. However, to reiterate, the exam is not a test (or re-

test) of individual coursework. Rather, students should approach their core courses as tools for

accessing different aspects of community development theory and practice that are of most

interest to them. Because the purpose of the exam is to establish the qualifications for

independent scholarly research, students are also expected to have a strong grasp of underlying

theories and philosophies of empirical research and to master basic research methodologies in

the social sciences (as described below). Students are urged to write course papers that will help

them prepare for the written examination and develop ideas toward a doctoral dissertation

project.

Study Groups: Students report that their independent efforts to study for the written exam in

groups have helped them to integrate and articulate their thinking and enriched their education

overall. Therefore, the Public Affairs faculty strongly recommend that students form their own

independent study groups to prepare for the written exam.

A Study Guide with lists of topics, practice study questions, and suggested readings is provided

in Appendix D of this Handbook.

(a) Social and Community Development Theory and Practice

The social and community development theory and practice part of the exam draws broadly from

the required theory and practice courses of the core curriculum. Questions on the exam cover the

epistemology of social science, and the community development legacy of theory and practice

and are drawn from the literature on classical social theory, poverty, urban policy, governance

and community development, including community participation, community organization and

local economic development. The logic of social inquiry is included in this portion of the exam,

and thus, students are expected to be able to demonstrate analytical thinking and mastery of key

texts, ideas, theories and concepts, and to apply theoretical insights from the philosophy of

science to community development problems and research. Students write three essays on topics

that may include: community participation and debates concerning social capital, capacity

building and sustainable development; community social planning and economic development;

community development and organization; and community action and social justice.

(b) Quantitative and Qualitative Research Methods and Research Design

The research design and methods part of the exam includes questions that cover the topics of

research design, statistical inference, and the application of quantitative and qualitative methods

in the social sciences. Again, please note that each question is not testing knowledge from

specific courses, but rather asking students to draw on knowledge from all of their research

design and methodology coursework to address problems that social scientists regularly

encounter. Students are expected to be able to discuss conditions for causal inference, the

strengths and weaknesses of different research designs and approaches, and threats to internal

and external validity. Students could be asked to propose a design to answer a specified research

question or to critique a proposed design, and are expected to be familiar with issues related to

qualitative research, experimental and quasi-experimental design problems. In proposing an

alternative design to address weaknesses, students are expected to frame their argument in terms

of the specifics of the question, rather than simply pointing generically to an approach.

In addition, students are expected to be able to compute various descriptive measures from raw

data and to be able to calculate confidence intervals and conduct standard hypothesis tests, such

as a difference of means t-test. They should be able to explain how the meaning of these tests

depends on how the data are collected. An applied regression question will typically require

students to answer questions about an Ordinary Least Squares (OLS) or Logit regression table

from a published journal article, testing their ability to interpret regression results and use them

to draw substantive conclusions. If statistical formulas are required, a formula sheet will be

provided.

(ii) Assessment of the Written Examination

Members of the Public Affairs Committee write and grade the exams, which are coded to

maintain student anonymity during the grading process. Exams are administered in a classroom

with computer terminals (with Wi-Fi access disabled) and students type their answers. There are

three graders for each exam. Each set of graders convenes to resolve any differences in

assessment of students’ written answers. Results will be communicated to students within two

weeks after the exam.

Some of the factors considered in grading the exam include: demonstrated breadth and depth of

knowledge of current debates and the development of a critical appraisal of the literature; the

ability to use theories and concepts to assess issues and problems in the field; mastery of basic

methods of social science research and the underlying theories behind basic approaches to

understanding the empirical world; completeness, logical organization and clarity of the answers.

The possible outcomes are Pass with Distinction, Pass, Fail, and – in rare circumstances –

Decision Deferred. Students receiving a Decision Deferred will be asked to complete additional

work; for example, they may be asked to complete an essay or to retake a course and pass with a

grade of “B” or better. If the additional work is completed satisfactorily in the opinion of the

exam committee, the grade is changed to Pass.

The exam sub-committee chairs and/or the Public Affairs Graduate Director will meet with each

student to review the evaluation and outcome of each exam.

To move to the dissertation stage, a student must pass both parts of the written examination and

defend a dissertation proposal (see below). Students receiving a grade of Fail on one or both

parts of the exam may retake the part or parts of the exam they failed the following semester.

Students receiving more than one failing grade for the same parts of the exam, may be dismissed

from the program. The decision to dismiss a student from the program may be appealed (see

Section I below for details).

(iii) Forming a Dissertation Committee

A doctoral dissertation should make an original contribution to scholarship through a rigorous

analytical examination of theory and evidence, exploring a significant argument or testing a

relevant hypothesis. A dissertation committee led by a faculty member who chairs the committee

and serves as the student’s principal academic adviser, guides the student toward completion of

his or her doctoral dissertation. Students should identify possible dissertation advisers as soon as

possible upon admission to the program. Only tenured members of the Department of Public

Policy and Administration may chair doctoral committees (see Appendix A for a current list of

tenured faculty members). Students are free to approach any tenured member of the program

faculty to be the chairperson of their committee, or to consult with the Graduate Director or other

members of the Public Affairs Committee to determine a suitable committee chair. Faculty

members, however, are not obliged to accept a request to chair a student’s committee.

In identifying a potential dissertation chair, students are encouraged to approach faculty

members whose research interests are congruent with their own. Ideally, the chairperson is an

expert in an area of interest for the student, though this may not always be possible. The student

and the dissertation adviser work together to develop a topic consistent with the student’s

interests that the adviser feels has significant potential to be recognized as a contribution to

scholarship.

The student and the chairperson select the remaining members of the student’s dissertation

committee, with the advice and consent of the Graduate Director, if needed. Students are

expected to form a dissertation committee as soon as possible after passing the written portion of

the qualifying examination, and preferably, before. A dissertation committee consists of no fewer

than three and not more than five faculty members. Only one member may be from outside the

Rutgers University-Camden DPPA faculty, subject to both consultation with and the approval of

the Graduate Director. Rutgers University faculty from outside of the Camden Graduate School

count as external committee members. All members of the Dissertation Committee must have a

Ph.D. or equivalent doctoral degree and a record of research accomplishment appropriate to

evaluate original research.

Once the student and dissertation chair form the student’s dissertation committee, the chair

should notify the Graduate School office by email. If the committee has an outside member who

has first been approved by the Graduate Director, a c.v. for the person should be forwarded to

Ms. Danielle Askew in the Graduate School by the student’s chairperson, along with a brief

explanation of why the person was selected for the committee. The Graduate School officially

appoints outside committee members as adjunct members of the Graduate Faculty of Rutgers

University-Camden, notifying them by email of their appointment.

Students who have completed all or nearly all of the 51 credits of coursework may register for

their adviser’s section of 56:824:720 Dissertation Development until they successfully defend

their dissertation proposals. The number of credits of Dissertation Development a student should

take in any one semester depends on the student’s matriculation status (part- or full-time), but

may not exceed fifteen credits over two semesters. Exceptions must be approved by the Graduate

Director.

(iv) Dissertation Proposal and Oral Defense

The dissertation proposal defines the student’s doctoral project. The function is to articulate a

problem and lay out an approach to analyzing it. It should address the major literature on the

topic and how other scholars have dealt with the problem in order to indicate what remains to be

done.

There is no set, strict format or length. A dissertation proposal should contain a statement or

explanation of the problem to be investigated and addressed, the student’s rationale for

conducting the research, research hypotheses, a preliminary literature review, and a proposed

research design and work plan. It should also identify the data to be used in the dissertation,

either an existing data source or a procedure for developing new data, in which case, data

collection instruments should be discussed and appended to the proposal. If relevant, include a

discussion of logistical aspects of the project, for example, the need to travel to archives, or

financial or time constraints. Also include a plan for securing Institutional Review Board (IRB)

approval of any research involving human subjects (discussed in more detail below). Preliminary

results may be reported, but this is not an expectation.

When the student and adviser determine that the proposal is ready to be presented to the

committee, the student works with the adviser to identify a date for the defense. It is then the

responsibility of the student to schedule the defense with the rest of the committee and to notify

the Department administrator, Mrs. Vargas-Long, of the date. Mrs. Vargas-Long will assist the

student in securing a room and any audio-visual equipment needed for the presentation. The

defense is closed unless the student requests it be open to other faculty members and students.

Once the dissertation proposal defense date is set, the chair of the committee must complete a

Graduate School DocuSign form two weeks prior to the exam date. The Graduate School will

send out the official preliminary examination certification to the committee chair, copying the

other committee members, the Public Affairs Graduate Director, and the department

administrator. Upon receipt, the Graduate School will facilitate the appropriate coding of the

student’s status with the Registrar’s Office.

Dissertation proposal defenses are usually scheduled for two hours, with the student making a

presentation of 30 to 45 minutes. After the presentation and an open question and answer period,

the committee deliberates in private and then informs the student of the result of the proposal

defense. The student’s proposal may be Passed (as is), Passed with (specified) Revisions, or Not

Passed.

If Passed with Revisions, or Not Passed, the chair and other committee members decide on how

to proceed. The chair should prepare a memorandum to the student to summarize the outcome of

the defense and outline the specific revisions to be made, and a timeline for completing the work.

A copy of this memo will placed in the student’s file. Minor revisions may be managed by the

chair; however, if major revisions are required or if the student does not pass the defense, the

student will be required to defend the proposal again. A second defense must take place within

six months of the first.

A proposal that has been passed, with revisions or not, forms a contract between the student and

the program. If the student competently carries out the research outlined in the proposal and

presents the results of such research according to professional standards, then the student will

have passed the dissertation requirement whether or not the student’s original research

hypothesis is confirmed.

F. Dissertation Requirements

(i) Dissertation Guidelines

Upon the completion of all coursework and the successful passing of the comprehensive

examination, including the dissertation proposal defense, students are promoted to doctoral

candidacy. It is at this stage that the student may begin to take dissertation credit hours with the

chair of his or her committee (56:824:790 Doctoral Dissertation). No classes meet for these

dissertation hours, rather, students devote their entire effort to conducting research, supervised

by the chair of their doctoral committee, their dissertation adviser. Students may not register for

dissertation hours until they are advanced to candidacy and classified by the Graduate School as

‘post-qualified.’

A doctoral dissertation project is a major endeavor requiring a serious commitment of time and

effort. Students should expect to spend at least a year or more conducting research and writing. If

at all possible, those students working full-time and studying part-time should plan ahead to take

leave from their employment or other obligations for however long might be feasible and

affordable in order to complete their projects in a timely manner.

Dissertations in our Ph.D. program conform to the so-called ‘book model’ resembling a

monograph: an in-depth investigation into a central problem articulated as a series of closely

related chapters that build to a conclusion.

The Rutgers University-Camden “Dissertation Style Guide” states that the doctoral dissertation

must conform to accepted scholarly standards for format, style and general writing procedures. It

goes on to prescribe specific standards for the abstract, margins, pagination, and so forth. It is

imperative that students follow these guidelines closely. It is also important that the dissertation,

as with other student work, conforms to the Rutgers University Academic Integrity Policy.

(ii) Final Dissertation Defense

It is necessary to plan for a dissertation defense well in advance of the graduation date. Students

often underestimate both the amount of advance time faculty committee members need to review

a final version of a dissertation, and the time needed to make subsequent revisions before an oral

defense may be executed. In addition, there are Graduate School deadlines for final submission

of an accepted dissertation that are well in advance of graduation dates. Students need to pay

attention to these deadlines and to plan accordingly. The Rutgers University-Camden Graduate

School maintains a website with information about graduation policies, deadlines and forms.

Students should understand that doctoral committee members typically need at least six weeks to

review a completed dissertation. Faculty also do not expect to participate in oral examinations

(dissertation proposal and dissertation defenses) during the Winter or Summer recesses.

Factoring in time for the student and his or her chair to respond to comments on final drafts by

committee members means that students should anticipate that a defense can not be scheduled

for at least two months after the student completes a final draft of the dissertation. In planning to

meet graduation deadlines, students should also factor in time subsequent to the defense for any

revisions that may be required as a result of the defense.

The completed dissertation must be presented and defended at a public meeting of the

dissertation committee. After the student and his or her chair identify possible dates for the

defense, it is the responsibility of the student to coordinate with the rest of the committee to

finalize the date, and to communicate this to the Graduate Director and the Department secretary.

In order to encourage student and faculty attendance, the time and place of the defense must be

posted by the chair of the committee at least ten calendar days in advance of the presentation.

Normally the Department administrator works with the student and the committee chair to

reserve a room and any audio-visual equipment needed for the candidate’s presentation, and to

publicize the time and date of the defense.

Final approval of the dissertation is the jurisdiction of the dissertation committee.

Normally, the dissertation defense is held within five years of the dissertation proposal defense.

Once the dissertation defense date is set, the chair of the committee must complete a Graduate

School online form two weeks prior to the exam date. The Graduate School will send out the

official final examination certification to the committee chair, copying the other committee

members, the Ph.D. Program Graduate Director, and the department administrator. Upon receipt,

the Graduate School will facilitate appropriate coding of the student’s status with the Registrar’s

Office.

In accordance with Graduate School policies, possible outcomes (based on a unanimous

decision) are: Pass with Distinction (noted on the transcript and the graduation ceremony

program); Pass with a Satisfactory Dissertation; Pass, Pending a Revision of the Dissertation;

Decision Deferred; and Fail. If the outcome is Pass, Pending a Revision of the Dissertation or

Decision Deferred, the dissertation committee chair must re-submit the paperwork to the

Graduate School with the new outcome once the revisions or other required work are

satisfactorily completed. If the decision is ‘Fail,’ the chair must notify the Graduate School if the

student will be allowed to defend the dissertation again.

(iii) Submission of Dissertation and Procedure for Awarding the Degree

The Graduate School requires approved dissertations to be submitted in electronic format to the

Rutgers University Electronic Theses and Dissertation website. There are no exceptions to the

deadlines for completing graduation paperwork, as set forth by the Graduate School. Information

regarding deadlines and other important requirements for graduation are emailed to students and

as noted above, available on the Graduate School’s website. It is the responsibility of the student

to keep informed of these rules and regulations.

G. Research with Human Subjects

A capstone or dissertation project that involves the collection of new data from human research

subjects requires approval by a university board overseeing ethical research practices. The

purpose of Human Subjects Review is to protect individuals who participate in research

conducted by others. The rules for conducting such research are regulated by federal law as

administered by the U.S. Department of Health and Human Services (see here for more details

on the DHHS Office for Human Research Protections and its regulatory mission). No research

involving human subjects may begin until the research protocol has been approved and the

student has been so notified (by email) by the University’s Institutional Review Board (IRB).

This policy applies to all Rutgers University faculty, staff and students, including full- and part-

time graduate students, and to all research conducted at Rutgers University regardless of funding

source. See the website maintained by the Rutgers University Office of Research and Regulatory

Affairs’ for detailed information regarding the rules and how to submit a research protocol to the

Rutgers University IRB.

H. Course Plans and Timeline for Completion of Degree Programs

(i) Full-time M.S. Students

Year 1

Fall

• 824:703 Logic of Social Inquiry

• 824:702 Quantitative Methods I

• Elective

Spring

• 824:701 Theory and History of Community Development

• Research Methods Course (often 824:709 Quantitative Methods 2)

Year 2

Fall

• 824:714 Qualitative Research Methods

• 824:710 Planning, Markets and Community Development

• Elective

Spring

• 824:706 Practicum in Community Development

• Research Elective

(ii) Part-time M.S. Students

Year 1

Fall

• 824:703 Logic of Social Inquiry

• 824:702 Quantitative Methods I

Due to unforeseen events, faculty sabbaticals and other complications, courses may not always

be offered in the sequence and semester outlined in the foregoing course plans.

Spring

• 824:701 Theory and History of Community Development

• 824:714 Qualitative Research Methods

Year 2

Fall

• 824:710 Planning, Markets and Community Development

• Research Methods course

Spring

• Research Methods Course

Year 3

Fall

• Elective

Spring

• 824:706 Practicum in Community Development

(iii) Full-time Ph.D. Students With Master’s Degrees (assumes transfer of 12 credits;

plan accordingly if transferring more or less than 12) = 13 Courses

Year 1

Fall

• 824:702 Quantitative Methods I

• 824:703 Logic of Social Inquiry

• Elective

Spring

• 824:701 Theory and History of Community Development

• 824:709 Quantitative Methods II

• Elective

Year 2

Fall

• 824:714 Qualitative Research Methods

• 824:710 Planning, Markets and Community Development

• Elective

Spring

• 824:713 Research Design

• Research Elective

• Elective

Year 3

Students should plan to take the written examination upon completion of the

24-credit core curriculum. As noted above, the exam is given in the week prior

to the start of each semester. Students with Graduate Assistantships must

including during the semesters in which they take the qualifying examination,

which, as noted above, consists of a two-day written exam (ideally taken in the

fall semester) and an oral defense of the doctoral dissertation proposal

(conducted in the spring semester).

Fall (take both written exams)

• Elective

• 6 credits of 824:720 Dissertation Development (by arrangement)

Spring (defend dissertation proposal)

• 9 credits of 824:720 Dissertation Development (by arrangement)

Years 4 and 5

After completing the qualifying exam, students are advanced to candidacy and

the presumption is that they are working full-time on their dissertation research

each semester until the final defense.

Once students reach this point in their course of study, they must register for

some number of credit hours of 824:790 Doctoral Dissertation with their

dissertation adviser each semester until the student completes fifteen credit

hours, successfully defends his or her dissertation and is awarded the degree.

Post-qualified students are eligible for ‘full-time certification,’ which allows

them to register for just one credit hour of 824:790 Doctoral Dissertation per

semester (for up to six more semesters), as long as they meet certain basic

conditions. Post-qualified students should plan their credit hours distribution

with the advice of their dissertation advisers and/or the Graduate Director. See

Appendix B for more details.

(iv) Full-time Ph.D. Students Without Master’s Degrees = 17 Courses

Year 1

Fall

• 824:702 Quantitative Methods I

• 824:703 Logic of Social Inquiry

Spring

• 824:701 Theory and History of Community Development

• 824:709 Quantitative Methods II

• Elective

Year 2

Fall

• 824:714 Qualitative Research Methods

• 824:710 Planning, Markets and Community Development

• Elective

Spring

• 824:713 Research Design

• Research Methods Course

• Elective

Year 3

Fall (take both written exams)

• Elective

Spring

• Elective

• 3 credits of 824:720 Dissertation Development (by arrangement)

Years 4 and 5

Ph.D. students without Master’s degrees or who are not transferring in elective

credit must complete the nine-course elective course requirement. While they

should plan on taking the written exam in the fall of their third year, because of

the elective coursework requirement, these students may not be ready to defend

a dissertation proposal in the spring of their third year. Instead, they should be

ready to defend by the end of the fall semester of their fourth year. See Section

H(iii) above for planning the fourth and fifth years of full-time enrollment in

the Ph.D. program once the student is advanced to candidacy.

(v) Part-time (at least 6 credits per semester) Ph.D. Students With Master’s Degrees

(assumes transfer of 12 credits; plan accordingly if transferring more or less than 12) =

13 Courses

Year 1

Fall

• 824:702 Quantitative Methods I

• 824:703 Logic of Social Inquiry

Spring

• 824:701 Theory and History of Community Development

• 824:709 Quantitative Methods II

Year 2

Fall

• 824:714 Qualitative Research Methods

• 824:710 Planning, Markets and Community Development

Spring

• Research Design

• Research Methods Elective

Year 3

Part-time students should plan to take the written examination upon completion

of the 24-credit core curriculum. Part-time students (and only part-time

students) may elect to take the written examination over the course of one

academic year, or two concurrent semesters.

Fall (take one written exam)

• Elective

Spring (take one written exam)

• Elective

Years 4

Fall

• Elective

• 3 credits of 824:720 Dissertation Development (by arrangement)

Spring (defend dissertation proposal)

• 6 credits of 824:720 Dissertation Development (by arrangement)

Years 5 and 6

Once the student successfully defends his or her doctoral dissertation proposal,

he or she will have passed the qualifying exam; at this point, the student must

or her dissertation adviser each semester until the student completes fifteen

credit hours, successfully defends his or her dissertation and is awarded the

degree. See Appendix B for more details.

(vi) Time Limits for Graduate Degrees

Under Rutgers University rules (see the Graduate School Catalogue:

http://catalogs.rutgers.edu/generated/cam-grad_current/pg107.html), M.S. study is limited to

three years of full-time status, and five years of part-time status; doctoral study is limited to

seven years of full-time status, and nine years of part-time status. These time limits can be

waived with permission of the Public Affairs Graduate Director and the Senior Associate Dean

of the Graduate School. Graduate Assistantships for full-time doctoral study are limited to five

years.

I. Graduate Assistantships for Ph.D. Students

The Department has a limited number of fully-funded Graduate Assistantships (GAs) to award

for full-time doctoral students. Graduate Assistants enjoy an employment relationship with

Rutgers University, governed by and subject to the provisions of the collective bargaining

agreement between the University and the Rutgers Council of the American Association of

University Professors-American Federation of Teachers (AAUP-AFT). For further information

about the AAUP-AFT contract, please refer to this link (see especially, Articles 12 and 23).

(i) Notification Criteria

Academic departments that have employed GAs in each of the three previous semesters are

required to give notice in writing of the departmental criteria for such appointments and

reappointments. The statement of criteria should be included with all letters of appointment,

reappointment and notice of waiting list status.

(ii) Notification of Status

Currently employed GAs must be notified in writing of their status for the coming year on or

before April 30

. Those GAs appointed only for the fall semester must be notified on or before

October 31

of their status for the spring semester.

If a student is not to be reappointed, he or she must be provided with a written explanation of the

reasons for non-reappointment, and the names of students who receive such notification must be

forwarded to the Rutgers University Office of Academic Labor Relations at the time such

notification is given. This procedure is usually handled by the Graduate School Senior Associate

Dean’s Office.

If the status is ‘waiting list,’ notification shall indicate if reappointment is contingent upon the

availability of funding, or meeting other previously established and announced criteria, or both.

GAs with waiting list status shall also be notified of the number of GAs employed in the

department in the current year and the number of appointments already offered in the department

for the coming year.

Those students who are placed on a waiting list shall be notified as soon as possible with respect

to any changes in their status. If a student on a waiting list requests it in writing, he or she shall

receive a second notification in writing on or before June 30

of the number of appointments

already offered in the department for the coming year.

Should an assistantship become available for a student whose name is on the waiting list, he or

she must be sent an appointment letter and a consent form.

(iii) Notification of Assignment

All GAs will be notified of their academic year research assignment no later than August 15

GAs are expected to work no more than an average of fifteen (15) hours a week during the term

of appointment on specifically assigned duties, excluding non-GA related activities associated

with academic progress toward the degree.

It is understood that unexpected circumstances may require modification of the assignment. If an

assignment is changed substantially subsequent to notification, the GA must be notified of the

change in writing. If at any time over the course of an appointment, a GA reasonably believes

that his or her specifically assigned duties routinely require hours that will cumulatively exceed

the hours of effort required by the appointment percentage over its full term, he or she may raise

the matter with the Public Affairs Program Graduate Director.

The GA term of appointment is from August 25

to Commencement, which includes pay for

work during times when school is not in session. GAs should consult with their faculty

supervisors about expectations concerning availability during the winter break period and after

classes have ended in May. For payroll purposes, the GA appointment is from September 1

June 30

Students with Graduate Assistantships are strongly urged to log their hours worked as evidence

of satisfactory performance. The Public Affairs Program Committee may request such evidence

to support its reappointment decision-making process.

(iv) GA Appointments, Reappointments and Research Assignments

Graduate Assistantships are awarded on the basis of academic merit; reappointment of up to four

additional years of funding, for a maximum total of five years, is contingent upon maintaining at

least a 3.5 cumulative GPA and satisfactory progress toward the degree, as determined by the

Public Affairs Program Committee and Graduate Director, as well as positive evaluations from

faculty supervisors of the GA’s work.

GA duties include research in public policy, public administration, community development and

related fields, under the supervision of faculty members within the Department of Public Policy

and Administration, or other duties or tasks defined by the Graduate Director. GAs are

considered primary research staff in the Department for the academic year. Should the Graduate

Director assign a GA to a particular faculty member, the GA will conduct research under the

supervision of the faculty member for the academic year.

As GA appointments are made on an annual basis, supervising faculty members are asked to

provide a brief annual evaluation of the GA to which the GA must consent. The evaluation will

be placed in the GA’s file and will be used in the annual assessment of student academic

progress and for consideration of reappointment of the student’s graduate assistantship.

Routine student assessments will be conducted by the Public Affairs Program Committee each

February covering GA performance over the prior calendar year. Students placed on probation,

however, will be evaluated every semester until probation is lifted.

There are two principle criteria for evaluating students for reappointment: 1) evidence of

satisfactory progress toward the degree; and 2) evidence of satisfactory performance in duties

assigned by the Graduate Director and faculty supervisor for the student’s Graduate

Assistantship. The Public Affairs Program Committee makes decisions about reappointment

based on this evidence, and also, any additional evidence of extenuating circumstances, and at its

discretion recommends appointment and reappointment of all Graduate Assistantships to the

FAS Senior Associate Dean of the Rutgers-Camden Graduate School.

If a student falls below the cumulative 3.5 GPA threshold for renewal of his or her GA at the end

of the spring semester, or otherwise is deemed not to be making satisfactory academic progress

toward the degree, the student will be notified in writing no later than May 30

, or as soon as

possible thereafter that he or she is being placed on probationary status for the next semester. If a

student with a GA falls below a cumulative 3.5 GPA for the fall semester, he or she will be

notified in writing no later than December 30

that he or she is being placed on probationary

status for the next semester. Students who fall below a 3.5 GPA for a semester, but whose

cumulative GPA remains at 3.5 or above will be sent a warning letter informing them that they

are at risk of being put on probation should their cumulative GPA dip below the threshold for

maintaining their financial awards. If a student returns to a 3.5 GPA or higher before the end of

the probationary period, the student will be removed from probation as long as there are no other

reasons why the student was placed on probation.

If, after one semester the student’s cumulative GPA is less than 3.5, and/or there is insufficient

evidence that satisfactory academic progress is being made, the Public Affairs Program

Committee may decide to not reappoint the student to a Graduate Assistantship. Students must

be notified about their status and whether or not their GA awards are being renewed by October

for the spring semester, and April 30

for the fall semester.

If a decision is made to terminate a GA, the student must be notified in writing with an

explanation of the reason for non-reappointment. There is no department-level appeals process

for non-reappointment, however, the student has access to the grievance procedure outlined in

Article 23 of the agreement between Rutgers University and the Rutgers Council of the AAUP-

AFT.

The Graduate Director will make GA research or other assignments in consultation with both the

student and the supervising faculty in an effort to find a good fit between the faculty member’s

research needs and student interest. However, in striking a balance across departmental needs, a

GA may or may not be reassigned to the same faculty member from year to year. GA

assignments are annual contracts that are either renewed, re-assigned, or terminated. There is no

expectation that a faculty supervisor will be the student’s doctoral dissertation adviser.

Each semester, full-time students awarded Graduate Assistantships should register for

56:824:866 Graduate Assistant, a non-credit-bearing course, to reflect GA status on their

transcripts.

(v) Request for Research Absence for Graduate Assistants

In some circumstances, students who have been awarded Graduate Assistantships may need to be

absent from campus to conduct research related to their doctoral dissertations. An extended

absence may complicate the student’s ability to fulfill the 15-hour per week work requirement of

the Assistantship. In order to support and encourage student research and to strike a balance with

GA requirements as governed by University policy, the Department sets forth the following

guidelines and procedures to be eligible for such leaves:

• The student requesting a research leave while holding a GA appointment must be

admitted to candidacy before the time of the leave.

• The place or places visited must be materially related to approved dissertation research.

• The student requesting the leave must submit a copy of his or her approved dissertation

proposal along with 1) a statement of the academic semester of the requested leave, the

location or locations visited, the type of research to be conducted, and the status of any

IRB requirements for the research; 2) a statement of how he or she specifically will fulfill

the 15-hour per week work requirement during this time period; and 3) a signed, hard

copy letter from the student’s dissertation adviser and from the student’s GA supervisor

(if different people) attesting to the necessity and dates of the absence, and to

arrangements for fulfilling the work requirement.

Materials must be submitted to the Graduate Director as early as possible before the start date of

the absence, but no later than the beginning of the semester prior to the proposed leave. It is

strongly recommended that students and faculty advisers discuss the need and possibility of

extended absences (of at least three to six months) well in advance of the desired leave so as to

allow for planning by all involved.

(vi) Office Space and Supplies

GAs are assigned cubicle work stations in 321 Cooper Street. Each work station includes a desk

and chair, networked desktop computer, and locked shelving. Computers are connected to

printers in the building. Please remember that your work station belongs to the university. GAs

are expected to perform their required work hours on campus.

Keys to the building and locked shelf space will be ordered for GAs by the Department

administrator, Mrs. Lisa Vargas-Long. Students must pick up keys at the Cashier’s Office,

located on the main level of Armitage Hall, across from the Registrar’s Office (the Cashier’s

Office is open Monday through Friday, 8:30 a.m. to 4 p.m.). A $5 deposit is required and will be

returned upon return of the key. Please do not duplicate or loan keys to anyone. There is a

replacement cost for each key that is lost, stolen or not returned. All keys must be returned to

Mrs. Vargas-Long before final departure from campus. Keys to a professor’s office will not be

given out to anyone unless the department has written approval from the professor.

All GAs have a mailbox assigned to them on the second floor of 401 Cooper Street. It is

important to check your mailbox regularly. GAs may obtain supplies pertinent to their research

duties upon request to Mrs. Vargas-Long.

Upon request, Ph.D. students will be assigned access codes for the large office printer on the first

floor of 321 Cooper Street; no access code is needed to use the office photocopying machine on

the second floor of 401 Cooper Street. The photocopiers in both buildings may be used for larger

print jobs; we ask that you refrain from using them for personal business. The GA work stations

on the second and third floors of 321 Cooper Street are also networked to desktop printers on

each floor. GAs should familiarize themselves with the operation of the printers and photocopier

machines. Problems with the 401 Cooper Street machine, and the printers on the second and

third floors of 321 Cooper Street should be directed to Mrs. Lisa Vargas-Long.

Please note: it is the student’s responsibility to clear out all personal items from his or her work

station once the student’s GA has ended, and to leave the work station clean and ready for its

next occupant. Personal items left behind cannot be stored by the Department or shipped to

students who have relocated, rather, they will be disposed of or donated to charity.

IV. Research Opportunities, Conference Participation, and Student Awards

A. Rutgers University Libraries

Graduate students have access to a vast array of resources for scholarly research through the

Rutgers University Library system, consisting of 26 libraries, centers and reading rooms located

across the University’s four campuses. Rutgers University’s library system ranks among the

nation’s top research libraries, with more than 4.3 million volumes and a wide array of electronic

indexes, electronic journals and research guides.

The Camden campus library is named after the international civil rights icon, performing artist,

and Pan-Africanist political activist Paul Robeson, who hailed from Princeton and Somerville,

New Jersey, and was a graduate of Rutgers University. At the age of 17, Robeson won a

statewide academic competition to earn an academic scholarship to Rutgers. He was an

enormously talented man, recognized for his athletic ability in football, basketball, baseball and

track while he was at Rutgers by being twice named an All-American athlete. He wrote plays,

sang opera, acted on the stage, served on the debate team and won awards for his oratory. Most

important, he was a brilliant student. His classmates elected him valedictorian of the Class of

1919. At the time, he was only the third African-American to attend Rutgers University in its

150-year history.

New students, especially, should avail themselves of the resources and services available to them

through the library system. A librarian is assigned to each academic department at Rutgers

University-Camden; our Reference Librarian is Ms. Katie Elson Anderson

(katie[email protected]), who is available to assist students in finding materials and using

the library system to support their research.

B. Centers Affiliated with the Department of Public Policy and Administration

(i) Community Leadership Center

The Community Leadership Center (CLC) was founded in 1990 by DPPA faculty member, Dr.

Gloria Bonilla-Santiago, who continues to serve as the CLC’s Director. Its mission is to provide

new organizational environments and strategies in order to build urban communities. The CLC

also develops programs to strengthen partnerships between community stakeholders, and

conducts research to develop new knowledge and strategic approaches to meet the changing

needs of urban communities. The CLC’s most notable project is the multi-million dollar

Rutgers/LEAP Initiative, a comprehensive effort by Rutgers University launched in 1997, to

increase educational opportunities for Camden children and families through the LEAP

Academy University Public Charter Schools.

Website: http://clc.camden.rutgers.edu/index.html

Address: 501 Cooper Street, Camden, New Jersey 08102

(ii) Senator Walter Rand Institute for Public Affairs

The Senator Walter Rand Institute for Public Affairs (WRI) was founded in 2000, under the

leadership of DPPA faculty member Dr. Richard A. Harris, and honors the legacy of Walter

Rand, a proud resident of Camden and outstanding public servant. Currently, the Institute is lead

by Executive Director, Dr. Darren Spielman and Faculty Director, Dr. Sarah Allred. Over the

course of his long career in state and local government, where he served first on the Camden

Board of Education and then in the New Jersey Assembly and State Senate, Senator Rand

worked tirelessly to bring resources to southern New Jersey. His vision of strong communities

through regional development animates the collaborative work of WRI researchers who over the

years have made important contributions to state policy debates through rigorous, non-partisan

policy analysis and program evaluation. Each year, at least one full-time doctoral student is

awarded a Graduate Assistantship placement at the WRI.

Website: http://rand.camden.rutgers.edu

Address: 411 Cooper Street, Camden, New Jersey 08102

(iii) Center for Urban Research and Education

DPPA faculty member, Dr. Paul Jargowsky, is the current and founding director of the Center for

Urban Research and Education (CURE), which was created in 2011, and provides support to the

Department’s Ph.D. program. The mission of CURE is to encourage, facilitate and promote

research on urban issues by Rutgers University-Camden faculty and their collaborators around

the nation, and to help train the next generation of urban scholars by providing opportunities for

students to become involved with ongoing research projects. CURE is affiliated with the Ralph

W. Voorhees Center for Civic Engagement at Rutgers’ New Brunswick campus, the Joseph C.

Cornwall Center for Metropolitan Studies at Rutgers’ Newark campus, and the Institute for

Urban Research at the University of Pennsylvania.

Website: https://cure.camden.rutgers.edu

Address: 321 Cooper Street, Camden, New Jersey 08102

C. Professional Associations

Doctoral students are encouraged to consider membership in any of the following professional

and scholarly associations, which host conferences on current research, publish journals, and

provide a range of opportunities for graduate students to network and learn more about the

scholarly and practitioner communities across the broad disciplinary areas of public policy,

public administration, political science, sociology, and urban affairs.

American Political Science Association (APSA)

APSA was founded in 1903, and, with more than 12,000 members, is one of the larger

professional social science associations in the United States. It serves at the leading organization

for the study of political science and adopts as its mission the promotion of scholarly research on

politics and government to deepen understanding of democracy and citizenship across the world.

It has more than forty organized sections, some of which, like the Urban and Local Politics

section, publish their own peer-reviewed journals (Urban Affairs Review). Other sections that

may be of interest to doctoral students are: Health Politics and Policy; Public Administration;

Public Policy; Qualitative and Multi-Method Research; Race, Ethnicity and Politics; and State

Politics and Policy. Students enjoy reduced membership rates, and other benefits, such as

Dissertation Workshops held every year at the organization’s Annual Meeting, access to a jobs

bank and interview service, a mentoring program and other professional development

opportunities.

Website: http://www.apsanet.org

American Society for Public Administration (ASPA)

ASPA is the leading inter-disciplinary association of scholars and practitioners of the art,

science, practice and teaching of public and non-profit management. It is the largest professional

association for the field of public administration, and publishes the academic journal, Public

Administration Review, and the quarterly magazine, PA Times, which focuses on issues in public

management and best practices in public administration. Student members enjoy a range of

benefits and opportunities, including the ASPA International Young Scholars Workshop, which

takes a small group of students to an international location each year to study different public

policy issues, student awards, access to job listings, and a Student and New Professional Summit

at the ASPA Annual Conference geared toward student members who are starting their careers.

Website: http://www.aspanet.org

American Sociological Association (ASA)

The ASA is the professional association for sociologists with a membership of over 13,000. It is

dedicated to advancing sociology as a scientific discipline and profession serving the public

good. Like its sister organizations, the American Political Science Association, and the

Association for American Geographers, the ASA was founded at the turn of the last century in

1905. The organization publishes nine professional journals and magazines and is organized into

52 special interest sections, some of which publish their own peer-reviewed journals. Of special

interest to doctoral students in public affairs and community development is the section on

Community and Urban Sociology, which publishes the journal City & Community.

Website: http://www.asanet.org

Association for Public Policy Analysis and Management (APPAM)

APPAM has a robust program for student members, including regional student conferences

where graduate students can present their research, student programming at the Annual Fall

Research Conference, a mentor matching program, and access to a job board hosted by APPAM,

the American Society for Public Administration and the National Association of Schools of

Public Administration (NASPAA). As an institutional member of APPAM, the Department of

Public Policy and Administration provides free annual student memberships to up to 20 students

per year. Membership includes a subscription to APPAM’s peer-reviewed journal, the Journal of

Policy Analysis and management. In addition, student presenters are eligible to apply for the

APPAM Diversity and Inclusion Fellowship to support travel and participation costs at the

Annual Fall Research Conference.

Website: http://www.appam.org

Association for Research on Nonprofit Organizations and Voluntary Action (ARNOVA)

Founded in 1971 as the Association of Voluntary Action Scholars, ARNOVA is a leading

association for scholars, teachers and practitioners interested in research on nonprofit

organizations, voluntary action, philanthropy and civil society. A retired member of the DPPA

faculty, Dr. Jon Van Til, was instrumental in establishing the organization in the mid-1970s, and

served as a working president and editor of the organization’s Journal of Voluntary Action

Research – which changed its name to Nonprofit and Voluntary Sector Quarterly in 1989.

Student benefits include reduced membership dues, a subscription to Nonprofit and Voluntary

Sector Quarterly, discounts on annual conference fees and special ARNOVA publications, and

potential membership in any of the six ARNOVA sections, including the Community and

Grassroots Associations section, whose 2017-2018 chair was Dr. Stephen Danley.

Website: http://www.arnova.org

Association of American Geographers (AAG)

AAG is a nonprofit scientific and educational society founded in 1904. Despite the name, it has

an international membership across nearly a hundred countries of professional geographers and

scholars in related fields working in a range careers – from teaching, planning, and government

service, to private business and entrepreneurial endeavors, and in nonprofit organizations

engaged in science, human services, and community and economic development.The AAG

support and promotes research on theory, methods and the discipline of geography. With more

than 60 Specialty Groups on diverse subjects, such as Development Geographies, Black

Geographies, Qualitative Research, Spatial Analysis and Modeling, Urban Geography and more,

doctoral students particularly interested in spatial analysis may be find membership in AAG

useful. AAG holds an annual conference and publishes four academic journals, including Annals

of the American Association of Geographers. Graduate students enjoyed reduced annual dues.

Website: http://www.aag.org

Urban Affairs Association (UAA)

DPPA doctoral students and faculty have been active members of UAA over the last several

years. For example, in 2018, Dr. Paul Jargowsky was elected to the UAA Governing Board. In

contrast to some of the larger scholarly professional associations, such as APSA and ASA, UAA

has a much smaller membership – around 700 in 2017 – that “fosters diverse activities to

understand and shape a more just and equitable urban world.” UAA’s annual conferences create

supportive environments for the presentation of graduate student research.

Website: http://urbanaffairsassociation.org

D. Travel and Conference Participation Policies

One of the highest budgetary priorities of the Department of Public Policy and Administration is

to provide support for professional development to students. At the same time, it is important

that the first years of doctoral study are dedicated to completing coursework and developing a

dissertation project. In general, we discourage doctoral students from submitting conference

paper proposals and presenting at conferences during this time as the pressure to prepare a paper

that may or may not advance a student through coursework or toward a dissertation can distract

from the necessary work at hand. To that end, in general, the Department will provide limited

funding to students whose papers have been selected for presentation at academic conferences,

under the following conditions:

• the student has passed his or her qualifying examination;

• the student has applied for support from the Dean of the Faculty of Arts and Sciences and

the Graduate School through the Dean’s Graduate Student Research and Travel grant

programs (see: https://graduateschool.camden.rutgers.edu/graduate-student-funding/), as

long as these funds are available;

• the student’s adviser approves the conference participation.

Funding is contingent upon availability and awarded at the discretion of the Ph.D. Program

Graduate Director. Students may apply for conference travel support for no more than one

conference per year. Original receipts are required; request reimbursement of approved expenses

from Mrs. Lisa Vargas-Long.

E. Public Affairs Dissertation Research Fund

In 2019, the DPPA created a research fund to provide one-time grants of up to $1,500 for

research-related expenses to advanced doctoral students engaged in dissertation research

activities. Students may apply for these grants via an online application form found here:

https://dppa.camden.rutgers.edu/degrees/phd-ms/research-fund/.

F. Rutgers University Graduate Student Conferences

(i) Rutgers-Camden Semi-Annual Graduate Student Conference on State and

Local Economic Development Policy

The Rutgers-Camden Department of Public Policy and Administration sponsors a semi-annual

graduate student conference organized by students in the Public Affairs program. For each

conference, students constitute themselves into a committee charged with organizing all facets of

the conference under the guidance of faculty adviser, Dr. Lorraine C. Minnite. The over-arching

theme is “State and Local Economic Development Policy,” (SLED), and each year the student

committee selects a sub-theme. The first conference was held in 2016, with the sub-theme,

“What Works for Distressed Cities?” The 2017 conference focused on “Municipal

Transformation and Economic Equality,” and the 2019 conference addressed “Common Roots:

Urban Agriculture and Economic Development.” The goal is to bring together graduate students

interested in community economic development with practitioners and community members in

the region for a day of presentations and discussion of pressing issues. In addition, participation

on the conference planning committee provides an opportunity for students to learn how to

organize an academic-community conference, and to build networks for the promotion of public-

oriented scholarship. Selected papers from the conference will be published as working papers

and posted on the conference website (for the 2019 conference, see

http://gsconference.camden.rutgers.edu).

(ii) Rutgers University Annual Krueckeberg Doctoral Conference

The Edward J. Bloustein School of Planning and Public Policy hosts an annual conference for

doctoral students in urban studies, urban planning and public policy. Organized by doctoral

students engaged in urban planning and policy-related research, the conference presents an

opportunity for Public Affairs students to engage with colleagues across the New Jersey-

Pennsylvania-New York metropolitan region. Students are encouraged to present their

dissertation research. The 2019 conference featured presentations on community and economic

development, energy and transportation planning, and social policy, among other topics.

F. Faculty-Student Brown Bag Series

The Ph.D. program hosts lunch-time workshops or seminars each semester as a forum for faculty

and graduate student research-in-progress. Students interested in presenting should contact Dr.

Mike Hayes at the beginning of the Fall 2021 semester. Full-time doctoral students are expected

to attend and participate in the Brown Bag Series.

V. General Policies for All Graduate Students

A. Student Status and Enrollment

(i) Full-time vs. Part-Time

Graduate students are considered full-time if they carry a nine-credit load or higher during the

current semester. Part-time status is anything less than nine credits per semester, however part-

time students are expected to carry a minimum of six credit hours or two courses per semester.

Exceptions to the two-course minimum may be granted on a temporary basis in extraordinary

circumstances. Students seeking exceptions must petition the Graduate Director in writing,

explaining the reasons why the student wants or needs to enroll in fewer than six credits. The

request must be received prior to the semester for which the exception is to be granted. Part-time

enrollment is strongly discouraged.

(ii) Non-matriculated Status

Non-matriculated students are those who wish to pursue courses without enrolling in a degree

program. Students are not admitted to the Public Affairs program on a non-matriculation basis,

nor does the Department accept credit hours taken at Rutgers University-Camden on a non-

matriculation basis.

(iii) Continuous Enrollment and Re-enrollment

It is the policy of the University and the Camden Graduate School to require continuous

enrollment by students admitted to degree programs. All students must maintain status in the

school by registering each fall and spring semester in coursework, research, dissertation study, or

matriculation continued. A student whose enrollment status lapses must be approved for re-

enrollment when he or she wishes to begin studies again. Students so approved will be

retroactively registered for Matriculation Continued status in the semester prior to their re-

enrollment. Please note that there is a fee equal to the cost of registering for matriculation

continued for the semester prior to reenrollment associated with Matriculation Continued status;

a bill will be issued by the Office of the Bursar that must be paid before a student may register

for credits. The application for re-enrollment can be found online at

https://graduateschool.camden.rutgers.edu/files/Reenrollment-Form_Updated-writable-

enabled.pdf. Matriculation Continued status is available only to students not present on campus

and not using faculty time or university research facilities. Both the Public Affairs Graduate

Director and the Senior Associate Dean must approve the student’s request for re-enrollment.

(iv) Registration

Students should consult the Rutgers University-Camden Registrar’s Office Academic Calendar

for information regarding course-related registration dates and deadlines. For ready reference,

the calendar for the 2021-2022 academic year is included at the beginning of this Handbook.

All students must consult with their advisers and obtain their approval before registering for

courses. Careful planning of the student’s academic program is encouraged, especially for

doctoral students with Graduate Assistantships, since full-time matriculation must be maintained

as a condition of the award. Because students may not transfer credits into the program until they

have completed a certain number of coursework credits at the Rutgers University-Camden

Graduate School, transferred credits sometimes unexpectedly change the calculation for what is

needed to maintain full-time status, and can also affect the timing of the Ph.D. qualifying exam.

Expectations for what prior coursework will count and how it will be applied, and when

coursework requirements will be fulfilled should be settled early in the program planning phase.

Faculty supervisors serve as academic program advisers for full-time doctoral students with GAs

until students identify dissertation advisers. Once a student has a dissertation adviser, that person

becomes the student’s academic adviser (in some cases the dissertation adviser and the GA

supervisor may be the same person). In most years, the Graduate Director serves as the academic

adviser for first-year Ph.D. students, including those with GAs. The Graduate Director, working

with the chair of the department, assigns academic program advisers to M.S. students, part-time

students, and any other un-funded full-time students. New students will be notified about their

academic program adviser during the summer before they matriculate. As noted above, students

may request a different academic adviser, or the Graduate Director may re-assign academic

advisers depending on departmental and student needs.

As noted in Section III.C, doctoral students and their advisers should use the Ph.D. Program

degree plan worksheet (see Appendix C) to keep track of courses taken and to plan student

progress through the program. The worksheet should be updated each semester and a copy will

be kept on file in the program office. See Appendix B for course descriptions.

Once the student consults with his or her adviser, he or she may then register for courses online

through the Rutgers University Web Registration (WebReg) system

(https://sims.rutgers.edu/webreg/). Students may add or drop courses through the add/drop

period, which usually runs into the first week of the semester. Courses added after the add/drop

period require permission of the instructor and the Senior Associate Dean of the Graduate

School.

To register for a course listed “by permission of the instructor” requires a ‘special permission’

(SP) number to process the registration. Special permission numbers are available either directly

from the instructor or from the Department administrator, and must be entered into WebReg at

the time of registration. If a student lacks the proper academic background on his or her

transcript to meet any course prerequisites, the student will be blocked from adding the course. A

special permission number will not remove the block; instead, prerequisites may be overridden

by filing the “Pre-requisite Override Form” with the Registrar. For more information, see the

Registrar’s Office website at: https://registrar.camden.rutgers.edu/course-actions#prereq.

B. International Students

The Department of Public Policy and Administration welcomes international applicants to our

Ph.D./M.S. Program in Public Affairs. International students bring perspectives and experiences

from their home countries that enrich intellectual life on our campus and in our classrooms.

The Rutgers University-Camden Office of International Students and Global Programs has a

dedicated staff ready to assist international students in adjusting to life in the United States and in

the Camden and Philadelphia region. Their website contains useful information, such as how to

maintain your visa status and obtain identification documents and a Social Security number, as

well as information about the Rutgers University-Camden campus and other resources for

international students. You can access the website here:

https://international.camden.rutgers.edu/international-student-services.

C. Veterans Benefits

Rutgers University-Camden has been repeatedly recognized by GI Jobs as “Military Friendly,”

and was recently named a Purple Heart University by the Military Order of the Purple Heart –

the first institution of higher learning to earn the distinction in the state of New Jersey. Many

resources and services are available to military veterans through our Office of Military and

Veterans Affairs (https://veterans.camden.rutgers.edu). The United States Veterans

Administration operates various education assistance programs for eligible veterans, war

orphans, surviving spouse or child of any veteran killed while on duty with the Armed Forces,

disabled veterans, dependents of a veteran with service related total disability, and certain

members of the selected reserve.

Veterans and others mentioned above who plan to utilize veteran's education benefits should

initially present the Veteran's Administration Certificate of Eligibility (COE) Form(s) and

discharge papers (certified copy of the DD214), to the Office of Military and Veterans Affairs

(Campus Center, Room 301) and the Certifying Official located in the Office of the Registrar.

Veterans transferring benefits (changing venue) must provide a “Transfer benefits Form -22-

1995.” When registering for courses Veterans must complete a “Statement of Understanding

Form” to certify and process benefits.

Veterans planning to utilize benefits under Chapter 30 of the New (Montgomery) GI Bill of

1984, or Chapter 1606 and 1607 for Reservists are required by the university to pay cash for

tuition, fees, books and supplies, when due. Veterans, in turn, receive allowance for each month

of schooling based upon credit hours. Veterans using Chapter 33 benefits must initially provide a

Certificate of Eligibility letter. Under this Chapter tuition and fees are paid directly to the

University.

No Veteran may officially withdraw or drop a course (or courses) without prior consultation with

the Certifying Official, Ms. Dora Perez (at doperez@camden.rutgers.edu), and/or the Dean of

Students’ Office. All withdrawals must be submitted in writing. The date of official withdrawal

must be the determining date for changes in benefits. Changes below full-time status will create

an adjustment to monthly benefits. Any change in class schedule must be reported to the Office

of the Registrar. Failure to comply with the official school withdrawal procedure may affect

benefits. Inquiries concerning eligibility should be directed to the Educational Call Center, at

(888) 442-4551. For additional information please visit the GI bill website at:

http://benefits.va.gov/gibill/.

D. Academic and Professional Standards

Students at all times are expected to conduct themselves and their academic pursuits in an ethical

manner, to uphold the University Code of Student Conduct (see Section V.G(i) below), and to

develop professionally. They are expected to take ownership of their education by devoting

significant and productive time towards degree completion, by initiating communication with

their adviser and by being knowledgeable about degree requirements. It is important to respect

the responsibilities of your academic or dissertation adviser and to allow for sufficient time for

your adviser to provide feedback in advance of deadlines.

E. Letters of Recommendation

Students seeking letters of recommendation from faculty members should approach faculty who

know their work and who are willing to write strong letters. Individual faculty members may

handle these requests differently; in general, it is best to supply a copy of a job notice or other

information concerning the job or grant or fellowship the student is applying for; an up-to-date

curriculum vitae or résumé; and complete contact information and instructions for addressing

and sending out the letter. Students should give faculty as much time as possible to write and

submit letters, at least a minimum of two weeks, as good letters take time to compose. Rutgers

University-Camden has a subscription to Interfolio, the higher education management and

support software program that allows faculty to send out confidential letters of recommendation,

and students to store confidential letters and job application materials to help manage the

academic job application process. More information about using Interfolio is available here:

https://cc.camden.rutgers.edu/online-credentials-and-reference-service.

F. Academic Integrity Policy

Academic integrity is a fundamental foundation of higher education and is taken very seriously

by Rutgers University. It means that work submitted is the student’s own, and that when that

work is informed by the efforts of others, appropriate credit is given. Different forms of

academic dishonesty include cheating on assignments or exams, fabrication of sources,

facilitating academic dishonesty by allowing one’s work to be passed off as the work of another,

plagiarizing the work of others, or denying access to data or scholarly resources to others by

stealing or defacing books or journals or other potentially criminal activity.

Although any violation is a serious matter, sanctions for academic dishonesty depend upon the

severity of the violation, and are organized into two levels at Rutgers University. The first type

of violation is considered “non-separable” and applies to less serious violations that are

characterized by a lower degree of premeditation or planning, and the absence of malicious

intent. ‘Non-separable’ means that the sanction does not reach expulsion or suspension.

The second level of sanction is for the most serious “separable” violations that affect a more

significant portion of the course work than non-separable violations, and for which student

violators may be suspended or even expelled from the University. Forms of separable violations

demonstrate malicious intent and premeditation and include making up or falsifying evidence of

data, and substantial plagiarism on a major assignment. Be advised that all alleged violations of

academic integrity must be reported to the Graduate Dean’s office for adjudication, and may not

be handled privately between the student and instructor.

The Rutgers University Academic Policy statement explains what constitutes academic

dishonesty and the procedures for dealing with it in more detail and may be found here:

https://slwordpress.rutgers.edu/academicintegrity/wp-

content/uploads/sites/41/2014/11/AI_Policy_2013.pdf.

The Rutgers University Division of Student Affairs in New Brunswick maintains a website

containing more information and resources concerning Academic Integrity policies at Rutgers

University: http://academicintegrity.rutgers.edu.

Academic Integrity procedures for faculty reporting suspected violations of academic integrity at

Rutgers University-Camden may be found here: https://fas.camden.rutgers.edu/faculty/faculty-

resources/academic-integrity-policy/.

Students are responsible for understanding and abiding by the principles of academic integrity in

all of their work at the University.

G. University Policies Regarding Student Conduct and Student Privacy

(i) University Code of Student Conduct

The University Code of Student Conduct is the official policy of Rutgers University first adopted

in 1972, and since amended. It sets out specific expectations for student behavior, including

behavior that is prohibited, the process for addressing allegations of student misconduct, and the

consequences for violating the Code. Students are responsible for becoming knowledgeable

about the Code, a copy of which may be found here:

http://studentconduct.rutgers.edu/disciplinary-processes/university-code-of-student-conduct/.

(ii) Family Educational Rights & Privacy Act (FERPA)

The Family Educational Rights & Privacy Act of 1974 is federal law that outlines rights students

have to their educational records. Students have the right to inspect and review their educational

records, to request amendment of inaccurate or misleading records, and to prevent disclosure of

information without prior consent, with a few limited exceptions. The Office of Compliance,

Student Policy, and Research and Assessment publishes an annual notice about rights protected

under FERPA, which may be accessed here: http://compliance.rutgers.edu/ferpa/official-notice.

Questions regarding privacy rights and FERPA should be directed to the Rutgers University-

Camden Dean of Students Office at https://deanofstudents.camden.rutgers.edu/.

H. Satisfactory Progress

As mentioned in Section III.B, students must maintain satisfactory progress toward the degree.

Student evaluation is continuous; as soon as possible thereafter, a student will be warned in

writing if he or she is deemed to not be making satisfactory progress. If corrective measures are

not successful, the student may be put on academic probation. Again, if corrective measures still

do not resolve the problem, the student may be dismissed from the program.

While there are exceptions to the rules, in general, evidence of a lack of satisfactory progress

may include but is not limited to the following:

• two grades of C+ or lower

• two Incompletes (IN grades)

• any violation of academic integrity, including plagiarism;

In addition, for doctoral students, a lack of satisfactory progress may also include:

• failing to take the written exam within two semesters of completing all coursework

• for students with GA awards, a cumulative GPA lower than 3.5

• for all other students, a cumulative GPA lower than 3.0

• for students with GA awards, a negative job performance evaluation

• failing both parts of the written exam

• twice failing the same part of the written exam

• failing to pass the oral defense of the dissertation proposal within two semesters of taking

the written exam.

I. Appeals Procedures

Students are entitled to fairness in the way their academic performance is assessed. If a student’s

academic performance is in question, before a Graduate Assistantship is withdrawn, or a student

is notified of a dismissal decision, the student will be warned or put on probation for some period

of time to allow for the student to improve and to get back in good standing. Should the student

fail to make the necessary corrections, for example, clear Incomplete grades in a timely manner,

or fail to pass both parts of the written exam as prescribed by the rules, or fail to prepare a

dissertation proposal within the time limits for passing the qualifying examination, the student

may be dismissed from the program. Both the grades received in individual courses and

decisions to dismiss are appealable. There is no department-level appeals process for a decision

of non-reappointment of a GA award; however, the decision may be grievable under Article 23

of the agreement between Rutgers University and the Rutgers Council of the AAUP-AFT.

(i) Grade Complaints

Student complaints about grades, where possible, will be handled within the Public Affairs

program and the DPPA.

Before a departmental committee handles a grade complaint, the student should confer

informally with the instructor who assigned the grade in question. Such a conference shall take

place within ten school days of official notification of the grade. If the matter is not resolved

during the conference, the student is urged to take the issue in written form to the Graduate

Director for review and mediation within ten school days of the meeting between the student and

instructor. Within ten school days of notification of the dispute, the Graduate Director shall

consult with all parties and propose a resolution. If this is unsuccessful, the matter shall be

referred to a faculty committee appointed by the Chair of the Department. This committee shall

render a decision within fifteen school days. In arriving at a decision, the committee may consult

with whomever it chooses and may, in extraordinary cases, ask third parties from among the

faculty to review the grade in question.

Appeal from the program faculty's decision may be made to the Senior Associate Dean of the

Graduate School–Camden. Such appeal shall be in writing, shall be made within ten school days

of receipt of the program faculty's decision, and shall state the grounds for appeal. The grounds

for appeal are (1) technical error; (2) new information; or (3) extenuating circumstances.

(ii) Dismissal from the Program

A student facing termination shall first be warned and notified in writing, specifying the source

of the problem, the applicable rule or rules, the proposed action, and a timeline for correcting

course. Upon first sitting for the written portion of the qualifying examination, if a student fails

one or both parts of the exam, the letter to the student reporting the results constitutes a warning

that the student is in danger of being dismissed from the program should the student fail the

exam again.

A student who is unable to meet the provisions of the warning is considered for dismissal by the

Public Affairs Committee; a vote is taken, and a letter is written to the student within ten

calendar days of the end of the probation period. In cases of dismissal for failure to pass the

Ph.D. program written examination, the decision to terminate is prescribed by the rules and no

vote is taken by the Public Affairs Committee.

If the student chooses to appeal a negative decision, the student must make a written appeal to

the Graduate Director within ten days of notification of the faculty action, stating the grounds for

appeal. The only grounds for appeal are (1) technical error; (2) new information; or (3)

extenuating circumstances. The appeal is considered by the Graduate Director, unless the

Graduate Director recuses him- or herself. The Graduate Director shall recuse themselves if for

any reason that they may be unable to judge the case impartially. When the Graduate director

recuses, the appeal will be considered by the member of the Public Affairs committee with the

longest tenure on the committee. If the student accepts the decision at this stage, the Graduate

Director notifies the Senior Associate Dean of the Graduate School-Camden.

However, if the student does not accept the Graduate Director’s decision, the Chair of the

Department appoints an ad hoc appeals committee of three faculty members, all of whom must

have taught in the M.S. or Ph.D. programs. The student presents his or her case, the Graduate

Director presents his or her case, the committee decides, and the decision is usually considered

final. Again, if the student accepts the decision, the Graduate Director notifies the Senior

Associate Dean of the Graduate School-Camden that the student is terminating his or her studies.

While action within the faculty is normally treated as final, a student may still appeal to the

Graduate School-Camden if he or she feels that the decision was unfair. Any such request must

be made within thirty calendar days of notification of the faculty committee’s decision. Such

cases will be reviewed as appeals by the Senior Associate Dean of the Graduate School-Camden,

who may appoint and consult with an ad hoc subcommittee (of two members) of the Graduate

Directors. Decisions at the graduate school-level are considered final and may not be appealed.

The Rutgers University-Camden Graduate School spells out the general appeals rights for a

student terminated from an academic program here: http://catalogs.rutgers.edu/generated/cam-

grad_current/pg68.html.

J. Students with Disabilities

Rutgers, The State University of New Jersey provides student-centered and student-inclusive

programming in compliance with the Americans with Disabilities Act of 1990, the Americans

with Disabilities Act Amendments of 2008, Section 504 of the Rehabilitation Act of 1973,

Section 508 of the Rehabilitation Act of 1998, and the New Jersey Law against Discrimination.

Doctoral students with disabilities should contact the Rutgers-Camden Coordinator for Disability

Services; contact information for the office may be found at https://ods.rutgers.edu/contact-ods.

K. Information Technology

(i) Setting Up a NetID and Rutgers Email

Your NetID gives you access to your Rutgers email account and other online services at the

University. New students should activate their Net IDs as soon as possible, using the website

netid.rutgers.edu.

All University and Department email is sent through the University’s central email system for

students, ScarletMail. It is imperative that students read their Rutgers email and check their

Rutgers email account for important program, department and university information. Faculty

and staff are not able to keep track of students’ personal email accounts. Rather, it is the

student’s responsibility to set up and utilize a Rutgers University email account for Rutgers

University communications.

(ii) Computer and Software Access

Rutgers University’s Office of Information Technology has prepared a Student Tech Guide with

updated information regarding the University’s computer buying program and access to software

covered by University licensing agreements. The Guide for students at the Camden campus may

be found here: https://it.rutgers.edu/technology-guide/students/?loc=camden.

In addition, the DPPA has a small computer lab directed by Dr. Adam Okulicz-Kozaryn, and

located on the first floor of 321 Cooper Street. The lab may be used for student needs, tutorials

and workshops. Contact Dr. Okulicz-Kozaryn if you have an interest in working in the lab.

L. Security

The Camden Division of the Rutgers University Police Department has a strong record of

ensuring the campus community is safe. However, precautions should still be observed. Do not

leave personal valuable items in your office work station or share your keys. If you expect to use

the offices at 321 or 401 Cooper Street late at night and/or on the weekend, please inform the

Rutgers University Police.

Rutgers University Police Department (RUPD)

409 North 4

Street, (856) 225-6111

Rutgers University-Camden Security Escort Service

The Rutgers Police Department will provide a walking security escort for individuals to their

cars, campus housing, the PATCO Hi-Speed Line station at Fifth and Market Streets, and the

Walter Rand Transportation Center on Broadway. Members of the campus community may take

advantage of this service by calling the RUPD at (856) 225-6009, using a campus emergency

phone, or visiting the police station at Fourth and Linden Streets (409 North 4

Street).

M. Other Useful Campus Information

The Rutgers University-Camden Office of Student Affairs publishes a Graduate Student Success

Guide (https://graduateschool.camden.rutgers.edu/files/Graduate-Success-Guide-2018.pdf) with

additional useful information regarding basic campus services such as dining and housing

options, parking rules, and the like.

Appendix A

Research Interests and Contact Information for

Tenured and Tenure-Track Faculty and Staff

Tenured Faculty

Gloria Bonilla-Santiago, Board of Governors Distinguished Service Professor

Field of Degree: Ph.D. in Sociology

Office: 501 Cooper Street, 3

Fl.

Phone: (856) 225-6348

Email: [email protected]

Research Interests: leadership; school leadership and partnerships; charter schools; communities

and poverty; children and families; early childhood and literacy; migration and migrant workers;

women and leadership

Marie Isabelle Chevrier, Professor

Field of Degree: Ph.D. in Public Policy

Office: 401 Cooper Street, Room 201

Phone: (856) 225-2973

Email: [email protected]

Research Interests: arms control; chemical and biological weapons policy; international

negotiations; conflict and conflict resolution

Stephen Danley, Associate Professor

Field of Degree: D.Phil. in Social Policy

Office: 401 Cooper Street, Room 202

Phone: (856) 225-6343

Email: [email protected]

Research Interests: local knowledge; informal organizations; local networks; urban

neighborhoods; urban policy; New Orleans, Camden, Philadelphia

Maureen Donaghy, Associate Professor

Field of Degree: Ph.D. in Political Science

Office: 401 Cooper Street, Room 109

Phone: (856) 225-6131

Email: [email protected]

Research Interests: development and civil society, with an emphasis on participatory governance;

urban politics and Latin America

Michael Hayes, Assistant Professor

Field of Degree: Ph.D. in Public Administration and Policy

Office: 401 Cooper Street, 3

Fl.

Phone: (856) 225-6561

Email: [email protected]

Research Interests: public finance and budgeting; education finance and policy; public

management; tax policy

Paul Jargowsky, Professor

Field of Degree: Ph.D. in Public Policy

Office: 321 Cooper Street, 1

Floor

Phone: (856) 225-2729

Email: [email protected]

Research Interests: inequality; geographic concentration of poverty; residential segregation by

race and class; educational attainment and economic mobility

Patrice M. Mareschal, Associate Professor

Field of Degree: Ph.D. in Political Science

Office: 401 Cooper Street, Room 305

Phone: (856) 225-6859

Email: [email protected]

Research Interests: conflict resolution; labor unions; public policy

Lorraine C. Minnite, Associate Professor

Field of Degree: Ph.D. in Political Science

Office: 321 Cooper Street, Room 301

Phone: (856) 225-2526

Email: [email protected]

Research Interests: inequality and poverty; U.S. and urban politics and policy; voting rights;

social movements; race, ethnicity and class; social policy and the welfare state; cooperative

economics

Adam Okulicz-Kozaryn, Associate Professor

Field of Degree: Ph.D. in Public Policy and Political Economy

Office: 321 Cooper Street, Room 302

Phone: (856) 225-6353

Email: [email protected]

Research Interests: inequality; preferences for redistribution; urban and rural issues; cultural,

values and religion; happiness; quality of life; life satisfaction

Beth Rabinowitz, Associate Professor

Field of Degree: Ph.D. in Political Science

Office: 401 Cooper Street, Room 101

Phone: (856) 225-2971

Email: [email protected]

Research Interests: regime strategies and political stability in sub-Saharan Africa, with a

particular focus on rural alliances

Tenure-Track Faculty

Erin Melton Robinson, Assistant Professor

Field of Degree: Ph.D. in Political Science

Office: 401 Cooper Street, 3

Fl.

Phone: (856) 225-6079

Email: [email protected]

Research Interests: race, ethnicity, and public administration; diversity management;

representative bureaucracy; race and ethnic politics; education policy

Jovanna Rosen, Assistant Professor

Field of Degree: Ph.D. in Planning

Office: 321 Cooper Street, 2

Fl.

Phone: TBA

Email: [email protected]

Research Interests: urban planning, community development, inequality and poverty,

environmental justice, and social innovation

Staff

Lisa Vargas-Long, Department Administrator

Office: 401 Cooper Street, Room 203

Phone: (856) 225-6337

Email: [email protected]

Appendix B

Public Affairs Program Course Descriptions

I. Core Curriculum Courses

............................................................................................................................................................

II. Electives

............................................................................................................................................................

III. Course Number for Students Awarded Graduate Assistantships

............................................................................................................................................................

IV. Course Numbers for Students at the Doctoral Dissertation Proposal and Writing Stages

............................................................................................................................................................

V. Course Number For Maintaining Enrollment Status

............................................................................................................................................................

VI. Course Numbers For Maintaining Enrollment Status and Full-time Certification

............................................................................................................................................................

I. Core Curriculum Courses

56:824:701 Theory and History of Community Development (3)

This seminar course examines and synthesizes the theories from disciplines that contribute to the

field of community development in both United States domestic and international contexts.

56:824:702 Quantitative Methods I (3)

Covers probability, descriptive statistics, and inferential statistics.

56:824:703 Logic of Social Inquiry (3)

This class explores critically the philosophy, epistemology, and alternative approaches to

organizing and executing social science inquiry.

56:824:709 Quantitative Methods II (3) Prerequisite: 824:702

The course examines bivariate and multiple regression models, with an emphasis on constructing

regression models to test social and economic hypotheses.

56:824:710 Planning, Markets, and Community Development (3)

Examines the key theories and frameworks in the areas of strategic management and

entrepreneurship, and the major theoretical trends in the areas where business and public affairs

intersect.

56:824:713 Research Design (3) Prerequisites: 824:703, 824:709

This course explores alternative methods for organizing, conducting, and analyzing social

scientific studies to facilitate the drawing of valid causal inferences.

56:824:714 Qualitative Research Methods (3) Prerequisite: 824:709

Covers the “nuts and bolts” of qualitative research: gathering data through interviews, focus

groups, observation and archival research.

II. Electives

56:824:704 Alternative Development Strategies for Distressed Cities (3)

This course offers a critical examination of "third sector" and "new economy" community

development strategies emerging within global civil society, and assesses their potential for

revitalizing impoverished U.S. cities.

56:824:705 Regional and Economic Development (3)

An examination of the relationship between city and suburb from the perspective of regional

development, and dynamics of economic change due to sprawl and deindustrialization.

56:824:706 Practicum in Community Development (3)

A field experience course to apply public affairs at the community development level in the

Delaware Valley region. Students work individually or in groups with a community-based client

organization (usually, a non-profit or governmental agency) as consultants on an applied

research project under the supervision of a faculty member. Projects could include data analysis,

development of plans, interviewing and data collection. This course serves as the thesis project

course in the M.S. program; Ph.D. students may enroll for elective credit after two semesters of

earned credit.

56:824:707 Legal and Regulatory Environment of Community Development (3)

An examination of the legal perspective and practices that affect community development, with a

focus on the regulatory environment and social justice concerns that are present in practice in

this field.

56:824:708 Categorical and Limited Dependent Variables (3) Prerequisite: 824:709

This course examines advanced regression models for binary, multinomial, ordinal, censored,

and truncated dependent variables, as well as models for count data and event history analysis.

56:824:711 Politics of Community Development (3)

Examines power, politics and conflict in community development in the post-WWII U.S. urban

context. Critiques the liberal paradigm of much of the community development literature to

better situate community development problems in a broader understanding of political

economy.

56:824:712 Special Problems in Community Development (3)

A course on varying themes in community development.

56:824:715 Poverty Alleviation Strategies (3)

Strategies for poverty alleviation at the community level in the U.S. and in developing countries

are examined, beginning with an assessment of the fundamental causes of poverty and the tools

the poor possess for survival.

56:824:716 International Negotiations (3)

Examines both the substance and the process of international negotiation- principally

negotiations between or among governments. Substantive areas include: arms control, trade,

peace and conflict, and environmental negotiations.

56:824:717 International Economic Development (3)

This course investigates what is meant by “development.” How is it attained? Who is responsible

to make sure it happens? Competing theories about the determinants of international poverty are

examined, along with central debates in the field. Topics include: the role of NGO’s, micro-

lending, debates about the efficacy of aid, urbanization, and environmental change.

56:824:718 Data Management (3) Prerequisite: 824:709

In this course, students learn how to automate research using large data sets with simple

computer programming. The course covers the principles and practical techniques of data

cleaning, data organization, quality control, and automation of research tasks. Topics include:

data types, useful text and math functions, labeling, recoding, data documentation, merging

datasets, reshaping, and programming structures such as macros, loops, and branching.

56:824:719 Directed Study (3)

Independent study with a faculty member on a project of the student’s choosing. The instructor

and the student enter into a contract at the beginning of the semester for work to be completed,

and keep a copy of this form (link), along with a copy of the student’s final paper in the student’s

file in the program office.

56:824:721 Happiness and Place (3)

Happiness and subjective well-being are increasingly identified as goals and measures of

government-sponsored interventions in human and economic development. This course focuses

on the geographic distribution of happiness and the importance of community and social capital

in addressing social problems such poverty and inequality. After grounding the study of

happiness in a rigorous theoretical foundation, the course engages students in a data-driven

inquiry into the determinants of subjective well-being, paying special attention to the role of

place.

56:824:722 Public and Nonprofit Management (3)

This course examines contemporary management approaches, techniques, and skills for

managing various kinds of public organizations. Decision-making, administrative leadership,

planning, implementation, evaluation, and ethics are key topics.

56:824:723 Ethics in the Public and Nonprofit Sectors (3)

Study of the federal, state, and local laws governing the conduct of public officials and of ethical

standards beyond the boundaries of law. Relates professional standards of public administration

to ethical problems in government.

56:824:724 Labor-Management Relations in the Private and Public Sectors (3)

Analysis of the structure and development of labor-management relationships in the United

States and abroad, focusing on both private industry and governmental organizations. Explores

history and the surrounding law while focusing on the negotiation and administration of

collective bargaining agreements, related micro- and macroeconomic problems, and issues that

accompany the growth of the nonunion sector in both private and public sectors.

56:824:725 Geographic Information Systems in the Public Sectors (3)

An introductory geographic information systems (GIS) course, with an emphasis on application;

training primarily uses open-source GIS software. Students will be able to produce maps and

conduct basic research using geographical data in any discipline that uses such data, e.g., public

policy and administration, sociology, criminology, and public health/epidemiology.

56:824:726 Inequality and Segregation (3)

This course examines the dimensions of inequality, including economic inequality and poverty,

residential segregation by race and class, and the concentration of poverty. The focus is primarily

on the U.S., but comparisons with other industrialized nations will also be discussed. The course

will address questions of definition and measurement, historical and current trends, causes and

consequences, and policy responses. Students will be expected to work with official data to

calculate measures of poverty, inequality, and segregation; to understand the main theoretical

and empirical debates; and to understand the role of public policy in addressing or exacerbating

these problems.

III. Course Number for Students Awarded Graduate Assistantships

56:824:866 Graduate Assistant

Full-time students awarded Graduate Assistantships should register for this non-credit bearing

course each semester to reflect GA status on their transcripts.

IV. Course Numbers for Students at the Doctoral Dissertation Proposal and Writing Stages

56:824:720 Dissertation Development (up to 9 in any one semester, 15 total, By Arrangement)

For students who have completed or nearly completed the core curriculum but who have not yet

passed all parts of the qualifying examination (written and oral). Students may register for a

section of this course assigned to their dissertation adviser during the semester in which they take

the exam. Credit hours should be determined in consultation with the student's academic adviser.

Maximum two semesters of earned credit.

56:824:790 Doctoral Dissertation (up to 9 in any one semester, 15 total, By Arrangement)

For students who have passed the qualifying examination and have been advanced to candidacy.

This course is restricted to candidates who are actively conducting dissertation research. Credit

hours per semester should be determined in consultation with the student’s dissertation adviser.

Students register for dissertation adviser’s section.

V. Course Number For Maintaining Enrollment Status

56:824:800 Matriculation Continued

Once admitted to the program, students are expected to maintain continuous enrollment and to

make academic progress toward the degree. However, there are personal and other reasons why

students temporarily may not be able to take courses or otherwise register. To maintain

continuous enrollment in a semester in which a student may not take a course, the student should

nevertheless maintain matriculation by registering for this course number. There is a modest fee

to maintain matriculation.

If a student breaks his or her enrollment by not registering for courses, and attempts to return to

the program, he or she must re-enroll in the program and retroactively register for Matriculation

Continued for the semester prior to the semester the student intends to return to school. Re-

enrollment does not mean re-applying for admission. Rather, re-enrollment is accomplished by

filing the proper form with the Dean’s Office. Students who break enrollment and fail to re-

enroll within one year or who otherwise fail to make arrangements with the Graduate Director

will be dismissed from the program. It is best to communicate with the Graduate Director if

circumstances interfere with your ability to make progress toward the doctoral degree.

VI. Course Numbers For Maintaining Enrollment Status and Full-time Certification

Students who are de facto full-time doctoral students, but whose programs do not require

enrollment for at least nine credits may be certified as full-time enrollees if the following

conditions are met:

• The student has completed all required coursework.

• The student has successfully completed the qualifying examination and the

certification has been sent to the Graduate School Office.

• The student has fewer than nine credits of the required 15 credits of dissertation

hours to complete.

• The student is devoting the preponderance of his or her efforts to the completion

of the doctoral program, including departmental assistantship duties.

• The student is not employed for a total of more than 20 hours in other, non-degree

related activities.

• The student registration for fewer than nine credits is academically appropriate for

one of the following reasons:

• The student is conducting dissertation research.

• The student will not be in residence in the tri-state area.

Certifications will not normally be approved for more than five years. Exceptions are rare and

must be approved by the Senior Associate Dean of the Graduate School.

There are three different options available to eligible students, based on registration needs. All

three result in the registration of one credit of dissertation hours for the semester:

56:824:897 Full-time Certification for Students Living in University Housing

56:824:898 Full-time Certification for Students Not Living in University Housing

56:824:899 Full-time Certification for Students Away from Campus

All students certified as full-time are required to pay the appropriate student fee, with the

exception of GAs, for whom student fees are waived. Students must request certification from

the Graduate Director by filing the appropriate form. The Graduate Director must sign the form

and submit it to the Senior Associate Dean’s Office for approval. Once approved, the form is

sent to the Registrar who enrolls the student for one credit of dissertation hours using the

appropriate course number. Students using any of these options are considered full-time for

purposes of financial aid. See the table on the next page for a summary of these options.

At the time of writing, full-time certification procedures were under review by the Rutgers

University Financial Aid Compliance Officer. Students should check with the Ph.D. Program

Graduate Director before registering for 897, 898, or 899. The Handbook will updated as soon as

possible pending any changes to Rutgers University policy.

Registration

Benefit

Who May Use This Option

Matriculation Continued

(824:800) + 0 credits

Will not lose access to University

email.

Meets continuous registration

requirements for graduation.

Any doctoral student.

Full-time Certification On-

Campus (824:897) + 1

Dissertation Hour

Certifies as full-time for visa

requirements, loan deferral and

eligibility, and access to

University health insurance and

services.

Meets continuous registration

requirements for graduation.

Completed all required

coursework and has fewer than

nine credits of required research

(dissertation) hours to complete.

Successfully completed

qualifying examination and the

certification has been sent to the

Graduate School Office.

Devoting the preponderance of

his or her efforts to the

completion of the doctoral

program (including dissertation

writing as well as assistantship

obligations.

Not employed for a total of more

than 20 hours in other non-degree

related activities.

Living in University housing.

Full-time Certification Off-

Campus (824:898) + 1

Dissertation Hour

Certifies as full-time for visa

requirements, loan deferral and

eligibility, and access to

University health insurance and

services.

Meets continuous registration

requirements for graduation.

Same as FTC 897, but not living

in University housing.

Full-time Certification

Matriculation Continued

(824:899) + 1 Dissertation Hour

Certifies as full-time for visa

requirements and loan deferral.

Not eligible to receive student

loans and/or health insurance.

Meets continuous registration

requirements for graduation.

Same as FTC 897, and FTC 989,

but will not be in residence in the

tri-state area.

Appendix C

Public Affairs Program Degree Plan Worksheets

I. Master of Science in Public Affairs/Community Development – 2020-2021

............................................................................................................................................................

II. Doctor of Philosophy in Public Affairs/Community Development – 2020-2021

............................................................................................................................................................

III. Doctor of Philosophy in Public Affairs/Community Development – 2017-2018

............................................................................................................................................................

MASTER OF SCIENCE IN PUBLIC AFFAIRS/COMMUNITY DEVELOPMENT

DEGREE PLAN WORKSHEET – 10 Courses / 30 Credits

2020 - 2021

Student Name: ____________________________________________________ RUID: _____________________

CORE CURRICULUM (7 Courses/ 21 Credits)

Introductory Courses (3 Courses/ 9 Credits) Semester/ Year Transfer Institution*

824:701 Theory and History of Community Development _____________ ____________________

824:703 Logic of Social Inquiry _____________ ____________________

824:710 Planning, Markets and Community Development _____________ ____________________

Methods Courses (4 Courses/ 12 Credits)

824:702 Quantitative Methods I _____________ ____________________

824:714 Qualitative Research Methods _____________ ____________________

Students must complete two additional methods courses offered under the 824 Program. For those planning on

enrolling in the Ph.D., we strongly advise taking 824:709 Quantitative Methods II as one of these two courses.

Course # and Title: ___________________________________ _____________ ____________________

ELECTIVE COURSES (2 Courses/ 6 Credits)

All elective courses in the Ph.D. program are open to M.S. students. Masters students, however, are strongly

encouraged to include Alternative Development Strategies for Distressed Cities (824:704) and one internationally-

focused course as their electives.

Semester/ Year Transfer Institution*

Course # and Title: ___________________________________ _____________ ____________________

PRACTICAL EXPERIENCE (1 Course/ 3 Credits) Semester/ Year Transfer Institution*

824:706 Practicum/Capstone _____________ ____________________

This course is required of all M.S. students as a capstone and all Ph.D. students seeking to obtain the M.S. degree.

The Practicum is usually (but not always) offered in the spring semester, and may be conducted as a studio class by

faculty associated with the Walter Rand Institute for Public Affairs (WRI) or the Community Leadership Center

(CLC), two agencies associated with Rutgers University-Camden and the Department of Public Policy and

Administration.

Signature of Student Date Signature of Advisor Date

______________________________ _________ _____________________________ _________

*With prior approval of the Ph.D./M.S. Program in Public Affairs Graduate Director, students may transfer up to two courses (6

credits) of relevant graduate level coursework.

DOCTOR OF PHILOSOPHY IN PUBLIC AFFAIRS/COMMUNITY DEVELOPMENT

2020 – 2021 DEGREE PLAN WORKSHEET

(17 Courses / 51 Credits + Dissertation / 15 Credits)

Student Name: ____________________________________________________ RUID: _____________________

CORE CURRICULUM (8 Courses/ 24 Credits)

Introductory Courses (3 Courses/ 9 Credits) Semester/ Year Transfer Institution*

824:701 Theory and History of Community Development _____________ ____________________

824:703 Logic of Social Inquiry _____________ ____________________

824:710 Planning, Markets and Community Development _____________ ____________________

Methods Courses (4 Courses/ 12 Credits)

824:702 Quantitative Methods I _____________ ____________________

824:709 Quantitative Methods II (Prerequisite – 702) _____________ ____________________

824:714 Qualitative Research Methods _____________ ____________________

One additional Methods course offered under the 824 Program . _____________ ____________________

Research Design (1 Course/ 3 Credits)

824:713 Research Design (Prerequisites – 701, 709, 714) _____________ ____________________

ELECTIVE COURSES (9 Courses/ 27 Credits)

The elective requirement includes nine graduate level courses relevant to community development and/or the

student’s core research interests, only six of which may be taken in the Department of Public Policy and

Administration. Related courses may be taken at the Rutgers-Camden School of Law or School of Business, or any

department in the Rutgers-Camden Graduate School of Arts and Sciences (i.e., Childhood Studies, Social Work,

Criminal Justice, Economics, etc.).

Semester/ Year Transfer Institution*

Course # and Title: ____________________________________ _____________ ____________________

DISSERTATION (15 credits)

A dissertation committee consists of a minimum of three members, and the chair must be a tenured faculty member

of the Department of Public Policy and Administration. One member of the committee may be from outside the

university, either from another university, government agency, or non-profit organization.

Signature of Student Date Signature of Advisor Date

______________________________ _________ _____________________________ _________

*Students may transfer up to 12 credits from another graduate program. This limit includes ‘transient’ credits, which are those

completed at Rutgers University schools other than the Camden Business or Law School. All transfer and transient credits should

be related to the Ph.D. program coursework and must be approved by the Ph.D./M.S. Public Affairs Program Graduate Director

and the Graduate School Dean’s office, and may not be transferred until the student has completed 12 hours of coursework See

the Ph.D./M.S. Public Affairs Program Handbook for details.

DOCTOR OF PHILOSOPHY IN PUBLIC AFFAIRS/COMMUNITY DEVELOPMENT

DEGREE PLAN WORKSHEET – 2017-2018

Student Name: _______________________________________________ RUID: _____________________________________

CORE CURRICULUM (11 courses/ 33 credits)

Community Development Theory Courses (3 courses/ 9 credits): Semester/ Year Transfer Institution*

824:701: Theory and History of Community Development ____________ ____________________________

824:704: Alternative Development Strategies for Distressed Cities ____________ ____________________________

824:710: Planning, Markets, and Community Development ____________ ____________________________

Economic Development Course (choose 1 course/ 3 credits): Semester/ Year Transfer Institution*

824:705: Regional Economic Development ____________ ____________________________

824:717: International Economic Development** ____________ ____________________________

International or Comparative Policy Course (1 course/ 3 credits): Semester/ Year Transfer Institution*

824:715: Poverty Alleviation Strategies ____________ ____________________________

824:716: International Negotiations ____________ ____________________________

824:717: International Economic Development** ____________ ___________________________

Methodology Courses (5 courses/ 15 credits): Semester/ Year Transfer Institution*

824:702: Quantitative Methods I ____________ ____________________________

824:703: Logic of Social Inquiry ____________ ____________________________

824:709: Quantitative Methods II ____________ ____________________________

824:713: Research Design ____________ ____________________________

824:714: Qualitative Research Methods ____________ ____________________________

Applied Research Course Semester/ Year Transfer Institution*

824:706: Practicum in Community Development ____________ ____________________________

**May be used to fulfill only one requirement.

ELECTIVE COURSES (6 courses/ 18 credits)

Six graduate level courses relevant to community development and/or the student’s core research interests, only three of which may be

taken in the Department of Public Policy and Administration. Related courses may be taken at the Rutgers-Camden School of Law or

School of Business, or any department in the Rutgers-Camden Graduate School of Arts and Sciences (i.e., Childhood Studies, Social

Work, Criminal Justice, Economics, etc.).

Semester/ Year Transfer Institution*

Course # and title: _____________________________________ ____________ ____________________________

DISSERTATION (15 credits)

A dissertation committee consists of a minimum of three members, and the chair must be a tenured faculty member of the Department

of Public Policy and Administration. One member of the committee may be from outside the university, either from another

university, government agency, or non-profit organization.

_________________________________ __________ _________________________________ __________

Signature of Student Date Signature of Advisor Date

*Students may transfer up to 12 credits from another graduate program. This limit includes ‘transient’ credits, which are those completed at Rutgers University schools

other than the Camden Graduate, Business or Law School. All transfer and transient credits should be related to Ph.D. program coursework and must be approved by

the Ph.D. Program Graduate Director and the Graduate Dean’s Office, and may not be transferred until the student has completed 12 hours of coursework at Rutgers-

Camden. See the Ph.D. Handbook for details. Transfer and transient credits are applied to the elective course requirement. Exceptions must be approved by the

Graduate Director.

Appendix D

Study Guide for the Written Portion of the Qualifying Examination

Ph.D. Program in Public Affairs/Community Development

Table of Contents

I. Rationale for the Qualifying Exams

............................................................................................................................................................

A. Purpose

...................................................................................................................................................

B. Structure

...................................................................................................................................................

C. Philosophy

...................................................................................................................................................

II. Key Concepts, Frameworks, and Approaches

............................................................................................................................................................

A. Social and Community Development Theory and Practice

...................................................................................................................................................

B. Research Design and Methods

...................................................................................................................................................

III. Study Questions

............................................................................................................................................................

A. Social and Community Development Theory and Practice

...................................................................................................................................................

B. Research Design and Methods

...................................................................................................................................................

IV. Suggested Reading Lists

............................................................................................................................................................

D16

A. Social and Community Development Theory and Practice

...................................................................................................................................................

D16

B. Research Design and Methods

...................................................................................................................................................

D21

Disclaimer

The purpose of this guide is to facilitate students’ preparation for the written portion of the

qualifying examination. The study questions herein are not necessarily actual exam questions.

I. Rationale for the Ph.D. Qualifying Exams

A. Purpose

The qualifying exam, as the name suggests, provide doctoral candidates in the Public Affairs-

Community Development program the opportunity to demonstrate that they are ready to begin

independent dissertation research. Thus, the written portion of the exam requires students to

display a mastery of both: (a) the substantive and theoretical issues that define the broad field of

community development; and (b) the challenges of research design and methodology essential to

producing publishable research. It is also critically important that students’ writing evinces a

level of organization and sophistication expected of doctoral candidates.

B. Structure

Following its two-fold purpose, the written examination is administered in two parts, each on a

separate day: community development and social theory on day one and research design and

methodology on day two. Each exam is five hours long (from 9 a.m. to 2 p.m.); there are two

days of rest in between. The exam is open notes – meaning students can bring hard copy notes to

the exam (to be submitted along with the exam) -- and proctored by a member of the

Examination Committee in a room with computers for typing your answers.

Two separate Examination Committees, each comprised of three Department of Public Policy

and Administration faculty members prepares and grades all exams for their respective parts.

Grading is done first individually and then each Committee meets to assure that there is

agreement on final grading. The two parts of the exam are graded separately and students may

receive one of the following grades (on each part): (a) Pass with Distinction; (b) Pass; or (c) Fail.

If a student fails, he or she is entitled to retake the failed part(s) of exam – one time – and must

do so at the next scheduled exam date. In rare instances, a student may receive a grade of

‘Decision Deferred’ (a Provisional Pass) – some remedial work will be required, or the student

will be permitted to re-take the failed portion of the exam a second time (see Section III.D(ii) of

the Ph.D./M.S. in Public Affairs Program Handbook for more details).

C. Philosophy

The written examination is meant to be comprehensive, and as such is not simply a replay of the

final exams in the covered courses, but rather an attempt to measure the extent to which students

have integrated the material into a cohesive understanding of the literature in the field and the

research process. Moreover, students must show that they can critically evaluate and apply

theories, substantive knowledge and research approaches (both design and methods) to concrete

questions.

II. Key Concepts, Frameworks and Approaches

The topics listed in this section reflect concepts, theories and approaches that are central to the

study of community development and in the foundations of social theory underlying empirical

social science. Since the field as a whole is interdisciplinary, the list also includes topics that are

drawn from allied fields such as economics, law, political science, public policy sociology, social

work and statistics.

A. Social and Community Development Theory and Practice

(i) Approaches to Social Science Research

The topics listed here reflect seminal and/or critical approaches to research design and the

philosophy of social scientific inquiry. Students should be able to explain the logic, the strengths

and the weaknesses of these approaches as well as be able to associate influential seminal

scholars with each (for example, Karl Popper with demarcation or Herbert Marcuse with critical

theory or Karl Pearson with correlation). Students should also be prepared to write about how

these approaches can inform or be applied to specific research design questions.

• Positivism

• Post-Positivism

• Critical Theory

• Interpretive Theory

• Correlation v. Causation

• Logic of Causal Inference

• Fact/Value Distinction & Demarcation

• Sociology of Knowledge

• Scientific Paradigms

• Level of Analysis

(ii) How Communities Develop: History, Policy and Politics

The following list of topics represents a wide range of ideas, concepts, and developments in the

community development field; it is by no means meant to be exclusive or complete. Rather,

students should have a critical understanding of how ideas about community development have

evolved and changed over time, and in the context of broader theories of market and state. The

topics below should be familiar, as they dominate much of the language of the contemporary

literature on community development in the U.S. context, in particular. How have they been

dealt with in the history, policy and politics of the community development movement and field

of study?

• Anchor Institutions

• Adaptive Leadership

• Blight

• Capabilities Approach

• Capacity Building

• Collective/Community Ownership

• Community

• Community Benefits Agreements

• Community Control

• Community Development Corporations

• Community Economic Development

• Community Engagement

• Community Organizing

• Community Power/Pluralism-Elite Debate

• Concentrated Poverty

• Cooperatives

• Decommodification

• Deindustrialization

• Development

• Disinvestment

• Displacement

• Eminent Domain

• Federalism

• Gentrification

• Ghetto

• Globalization

• Human Ecology and the Chicago School

• Just City

• Land Banking

• Local Democracy

• Mass Incarceration

• Municipal Takeovers

• New Economy

• Pedagogy of the Oppressed

• Placemaking/Place Attachment

• Planned Abandonment

• Political Machine

• Regionalism

• Right to the City

• Root Shock

• Segregation

• Shrinking Cities

• Social Capital

• Social Entrepreneurship

• Spatial Fix

• Structural Racism

• Sustainability

• Theories of Poverty

• Third Sector Organizations

• Urban Agriculture

• Urban Social Movements

• Utopianism

(iii) Research and Applications of Community Development Theory and Practice

Research on community development is a creative, vibrant and interdisciplinary undertaking.

Students should be able to demonstrate knowledge of many of the tools researchers use to

diagnose and study problems in community development, including strategies for practical

application of community development theories addressing the causes and consequences of

poverty, state and market failure, racial and social inequality, and obstacles to the political

empowerment of the poor. Some of these tools include:

• Asset Mapping

• Community Planning

• Community Mapping

• Community Visioning

• Network Analysis

• Photomapping

• Power Analysis

• Social Indicators

• Stakeholder Analysis

• Strategic Planning

• Theory of Change/Logic Model

B. Research Design and Methods

(i) Measurement and Sampling Issues

The topics listed here refer to issues that may compromise the data/information collected for

research. Students should be mindful that these issues may pertain to both qualitative and

quantitative designs. Student should be able to explain not only the nature of these measurement

issues but also possible remedies and do so not simply in generic terms, but in the context of

specific research questions and data.

• Internal Validity

• External Validity

• Reliability

• Index and Scale Construction

• Ecological Fallacy

• Simple Random Sampling

• Stratified Sampling

• Multi-stage Cluster Sampling

• Case Selection

• Survey Research Design

• Questionnaire Construction

• Open-ended v. Closed Questions

(ii) Research Design

The topics listed here are distinct research designs. Students should be able to explain the

strengths and weaknesses of each and evaluate the appropriateness of each approach to specific

research questions.

• Experimental Designs

• Quasi-Experimental Designs

• Natural Experiments

• Mixed Methods

(iii) Quantitative Methods

The topics listed here are specific techniques, tools and approaches used in quantitative research.

Students should be able to describe each and recognize its use in a particular example. They

should also be able to explain why a particular technique, tool or approach is appropriate to a

particular research question and data.

• Descriptive Statistics

o Central Tendency

o Variability

o Correlation

o Graphical Techniques

• Probability

o Random Variables

o Discrete Probability Distributions (Binomial, Poisson)

o Continuous Probability Distributions (Normal, Standard Normal)

• Statistical Inference

o Sampling Theory

o Type I and II Errors

o Statistical Significance vs. Importance

o Standard Errors and Margins of Error

o Confidence Intervals

• Hypothesis Tests

o Tests of Means, Proportions, and Variances (z, t, χ

, F)

o Tests of association (χ

), ANOVA (F)

• Regression Analysis

o Bivariate and Multiple Regression

o Population and Sample Regression Functions

o Regression Assumptions and Violations

o Properties of Ordinary Least Squares Estimators (BLUE)

o Functional Form (log models, polynomials, piece-wise linear)

o Indicator Variables (dummies)

o Predicted Values

o Standardized Coefficients

o Goodness of Fit (R

)

o Tests of Hypotheses re Regression Coefficients (t and F)

o Omitted Variable Bias

o Meditating and Moderating Variables

• Design Elements in Regression

o Instrumental Variables

o Regression Discontinuity

o Interrupted Time Series

o Difference-in-difference models

• (iv) Qualitative Methods

Topics listed here are qualitative techniques and approaches. They should also be able to explain

why a particular technique, tool or approach is appropriate to a particular research question and

data.

• Case Studies

• Participant Observation

• Thick Description

• Interviews

• Action Research

• Ethnographic Designs

III. Study Questions

The questions below are meant to help guide students in their preparation for the written

examination portion of the qualifying exam. They are not actual exam questions, but rather in a

general way, set out the scope and nature of the kinds of questions students are likely to

encounter on the respective parts of the written exam. It would be helpful, as you review these

examples, to keep in mind the purpose and philosophy of the written examination described in

Section I, above.

A. Social and Community Development Theory and Practice

(i) The Logic of Social Inquiry

1. Is what we do as researchers ‘objective’ or ‘subjective’? Does it matter? In answering this

question, explain central concepts and positions taken by key theorists in this debate.

2. Donna Haraway writes:

All Western cultural narratives about objectivity are allegories of the ideologies

governing the relations of what we call mind and body, distance and responsibility.

Feminist objectivity is about limited location and situated knowledge, not about

transcendence and splitting of subject and object. It allows us to become answerable for

what we learn how to see.

Discuss Haraway’s argument. How does it relate more broadly to social science research? Do

you agree or disagree with Haraway? In answering this question, explain how Haraway’s

epistemology relates to other theories of epistemology.

3. Examining the positivist and interpretive traditions in qualitative research, Ann Chih Lin

argues:

The usual juxtaposition of qualitative research against quantitative research makes it

easy to miss the fact that qualitative research itself encompasses at least two traditions:

positivist and interpretivist. Positivist work seeks to identify qualitative data with

propositions that can then be tested or identified in other cases, while interpretive work

seeks to combine those data into systems of belief whose manifestations are special to a

case…I argue that discovering causal relationships is the province of positivist research,

while discovering causal mechanisms is the province of interpretivists.

(a) How does a positivist view of research differ from an interpretivist view? Please

consider the difference from an ontological perspective (the nature of reality), an

epistemological perspective (the nature of knowledge), and a methodological perspective

(appropriate research methods).

(b) What are the advantages and disadvantages of an interpretive v. a positivist, approach?

environmental justice, or power distribution). Carefully describe a qualitative research

design to address a specific question/hypothesis pertinent to your issue and consider the

applicability of Professor Lin’s argument: what are the positivist and interpretive aspects of

your design?

(ii) How Communities Develop: History, Policy and Politics

1. What intellectual perspectives influence the theories and practice of community development?

2. What are the major structural and institutional factors that shape and constrain community

development?

3. Beyond external forces influencing how we think and engage in community development,

how do communities themselves impact community development?

4. Trace how race, class and gender influence the theory and practice of community

development.

5. When we think about community development, what is the big elephant in the room –

capitalism, racism, localism, something else? Make a case.

(iii) Research and Applications of Community Development Theory and Practice

1. Describe how you would go about planning and executing a community impact study of

reinvestment strategies designed to improve a distressed city.

2. Demonstrate what you have learned about effectively designing a research project in

community development. Identify and describe:

(a) a research question that you consider important to community development theory and

practice, and explain why it is;

(b) a theory that would allow you to situate your research within the existing community

development field;

other data or evidence gathering method.

(d) major research design provisions, such as comparison groups or statistical control

variables you would use in regression analysis.

(e) the type of data you would collect and how you would analyze it.

Comprehensive Exam Sample Essay

Please note that this is a distinction level exam answer. Not all essays will be quite this long

or thorough, but it is an example of the quality of work we are striving for in the exam

setting.

1. You are a community development consultant hired by the government to develop a plan for

narrowing racial disparities in a distressed city. Your proposed plan should explain how you

would narrow the problem to make the plan actionable and should take into account at least one

economic and one political obstacle that will likely be faced. To support and illustrate your

proposal, draw on theories of community development and provide examples of successful

efforts.

The majority of racial disparity and segregation in cities occurs in three areas: housing,

education, and crime. By narrowing the problem of racial disparities in the city, we can target

these three specific issues. With interventions in each of these areas, we can hope to bridge the

racial gap that currently and has continued to exist in communities and cities within the United

States.

First, there is still significant segregation between people of color and white people with regard

to housing and neighborhoods in cities (Rothstein, 2017). This segregation is due to decades of

de jure reinforced neighborhood segregation by federal, state, and local governments; despite the

passage of the Fair Housing Act (FHA) in the 1960s, the effect of these policies of segregation

are still being felt today (Rothstein, 2017). One actionable plan in the area of housing would be

to adopt a local policy in the city similar to the Moving to Opportunity (MTO) program

developed by the U.S. Department of Housing and Urban Development (HUD). The HUD MTO

program allows low-income people to choose if they want to receive housing counseling and

vouchers to move to other/better low-income neighborhoods. These vouchers would allow

people to color to integrate into neighborhoods with a higher socioeconomic status and out of

concentrated poverty. Scholars such as Myron Orfield (2015) argue that it would be better to

disperse housing throughout the cities rather than trying to boost up already distressed areas. In

other words, continuing to focus on improving segregated, distressed areas will not address the

issue of ongoing racial disparity.

Despite this theory, the outcome of HUD’s MTO program does have mixed findings.

Sanbomatsu et al. (2011) conducted the government’s review and found that HUD’s MTO

program did not have much impact on educational attainment or employment, but that the

program did have a positive effect on health and happiness. Studies done later in time found that

the MTO program was a successful effort; neighborhood can predict a child’s educational

outcomes and that the MTO program worked in developing greater opportunities for children in

their new neighborhoods (Chetty, Hendren & Katz, 2015; Briggs, Popkin & Goering, 2010).

Positive outcomes in creating greater opportunities for children of color shows that a program

like MTO in a city is one plan to narrow the racial disparity created by segregated housing.

However, it must be noted that one political obstacle to this type of intervention advocated for by

scholars like Orfield is the displacement of citizens from their neighborhoods (Fullilove, 2012;

Goetz, 2015). Goetz (2015) argues that interventions in housing should be built from the

community up rather than pushing people to leave which will only further the decline of

distressed areas. In the past we have seen the attempted (and sometimes successful) displacement

of citizens from their neighborhoods and/or public housing (gentrification) in areas like Cabrini

Green (Chicago), Pruitt Igoe (St. Louis) and Roxbury (Boston) has led to a political firestorm

from the residents of those neighborhoods (Bristol, 1991; Comerio, 1981; Heathcott, 2012;

Miller, 2008; Montgomergy, 1985; Nagel, 1990; Taylor, 1994; Trancik, 1986). Because of these

historic reactions, we must be mindful to overcome this political obstacle through

communication with the community, participation by the community, and emphasis on the

feature which distinguishes MTO from displacement, which is the choice to participate in the

program or not. Despite the potential political obstacle, programs like MTO, which give people

the choice to move or not, have produced enough positive outcomes to advocate for this type of

program as a possible intervention to address racial disparity.

Second, schools in the United States have been pervasively and continually segregated by race

despite legal mandates to integrate schools (Brown v. Board; Kozol, 1991; Kramer & Hogue,

2009). Historic advantages in socioeconomic status for white citizens has perpetuated a concept

known as “opportunity hoarding” where historically white citizens are able to protect their

educational spaces (Diamond & Lewis, forthcoming; Grooms, 2019; Seicshnaydre, 2014). Racial

segregation in schools has become a byproduct of the economic segregation encouraged by a

longstanding history of disparate economic treatment for people of color. In short, by spatial

metrics, the black population is hyper segregated from the white population and as a result, there

is a quality gap between higher minority and lower minority schools (Koski & Horng, 2007;

Moreira, 2013).

The city can narrow the racial disparity in education in three ways. The first is to create a public

school choice lottery such as the successful one in Harlem called the “Harlem Children’s Zone”.

Studies have shown positive outcomes for this intervention, which results in lower crime, higher

college enrollment, and degree completion for those students who gain access to higher quality

schools without actually moving neighborhoods (Deming, 2011; Deming et al, 2014; Dobbie &

Fryer, 2013; Card & Krueger, 1992). The second is to redraw boundaries around school districts

with the intent of actually desegregating the boundaries that have been created by socioeconomic

status (Frankenberg et al, 2017; Rury 2020; Siegel-Hawley, Diem & Frankenberg, 2018; Wilson,

2016). This type of intervention would require governments to play a greater role and mandate

that local districts consolidate schools and services (Bruck, 2008). This type of intervention is

largely theoretical as it has not yet been attempted beyond the redistribution of state funds, which

leads to the third possible intervention: to redistribute property tax funds within the city (or state)

with the intent of providing extra funds to school districts of lower socioeconomic states (Abbott

v. Burke; Cerf, 2012; Steffes, 2020). This intervention has been attempted with moderate success

through the Abbott v. Burke cases in New Jersey and the Resource Equalizer Formula in Illinois.

Specifically in New Jersey, the school district in Elizabeth has had success utilizing the extra

funding along with structural changes to focus on the early years of education

(preschool/kindergarten); the district has reported improvements in student achievement scores

and winning awards as a National Blue Ribbon School from the U.S. Department of Education

(Abbott v. Burke; NJDOE, 2012).

However, with each of these possible educational interventions there are political and economic

issues. A school choice lottery or redrawing school district boundaries would be difficult to

implement as it requires political participation in order to pass legislation to enact these changes.

Politicians in neighborhoods who do not wish to share their schools with those outside the

community will be a significant political roadblock to enacting these changes. The solution to

this political obstacle is to lobby and encourage the community to become civically minded in

electing officials who will enact these legislative changes.

Lastly, the provision of extra funds to schools of lower socioeconomic status will hit an

economic obstacle in the city’s budget. Finding funds to redistribute throughout the city means

either raising taxes or taking the funds from another area of the budget; in either scenario,

citizens of the city will likely not be happy with the economic impact. However, the budget of a

city will always be a contentious topic and budget shuffling has been done in the past. Electing

officials who will make education a priority is the most surefire way to enact these budgetary

changes. The positive outcome produced by addressing the racial disparities in education is

enough to suggest these interventions as a possibility to address racial disparity in the city

overall.

Lastly, we can address the issue of the overcriminalization of people of color in the city. Through

the Black Lives Matter movement in the past year, the need for criminal justice reform has

become more and more apparent. In short, people of color have pervasively been targeted and

harassed by police, leading to mass incarceration and occurrences of extreme police brutality

(Alexander, 2010; Holloway, 2013; Kendi, 2019). The disparate treatment of offenses, especially

drug offenses, for white people versus people of color has also led to extreme incarceration rates

for people of color (Alexander, 2010; DiAngelo, 2018; Wilkerson, 2020). For example, due to

mandatory minimums, New Jersey has the most racially disparate prison population in the

United States (The Sentencing Project, 2019). Blacks in New Jersey are incarcerated at a rate 12

times that of white people in New Jersey (The Sentencing Project, 2019). The effects of the mass

incarceration of people of color are being felt in communities and cities across the United States.

The plan to address this issue is the city’s efforts to decriminalize of drug offenses, reform the

targeting of people of color by police, the elimination of mandatory minimums, and the provision

of support for those returning citizens most affected by the historic injustice of

overcriminalization. On a community level, the city can reform the negative externalities that

convictions have had on people of color returning to society. As an example, there are little to no

resources available for returning citizens who are now unable to get jobs, receive public housing,

vote, or even drive due to their criminal background (Alexander, 2010; Minow, 2019; Montross,

2020; Stevenson, 2014). One example of a successful community development program which

could be undertaken in the city to address such an issue is a reentry court like the “ReNew” court

currently happening in Camden. This court brings together lawyers, judges, parole officers and

citizens to ease the transition back into society for returning citizens by providing assistance in

the form of GED tutoring or job interview training. In exchange for participation in such a

program, returning citizens are eligible to reduce the amount of years that they are on parole.

Intervention by the city is undoubtedly necessary to remedy the pervasive past harms of the

disparate treatment of people of color in the criminal justice system. However, there will likely

be political opposition to the enactment of these reform programs. Similar to the educational

programs, politicians in communities who do not believe in criminal justice reform or who do

not want to spend budget dollars on correcting past injustices for people of color will be a

significant political roadblock to enacting these changes. This is especially true for programs

which will require changes in legislation to the criminal justice system such as eliminating

mandatory minimums or changing the punishments for drug offenses. Programs like ReNew are

almost entirely run by volunteer attorneys and judges. The city should be able to implement such

a program without too much economic impact. Legislative changes may require more political

influence, but the demonstrations done by Black Lives Matter activists have already established

the need for criminal justice reform broadly in this country; effectuating legislative changes in a

city should be possible. Taken all together, using specific interventions in housing, education,

and criminal justice can have positive outcomes in addressing the overall racial segregation in

our cities by targeting three major areas of the disparate treatment of people of color.

B. Research Design and Methods

1. During the 2020-2021 COVID-19 pandemic, there was a sharp increase in unemployment.

The Federal Government responded by increasing unemployment benefits. This was thought to

contribute to a labor shortage as the economy rebounded.

Despite the cessation of these benefits, unemployment has remained relatively high and there are

reports of worker shortages in low-wage industries. Little is understood about choices of workers

who are not reentering the work force, less still is understood about how local context such as

housing, the local economy, or education matters for such decisions.

Perhaps these circumstances present an opportunity to study the reasons workers are choosing

not to reenter the workforce. In answering this question, you should sketch out a design for a

study that you could bring to your advisor as a potential dissertation. You will need to decide on

a specific outcome to study. Please answer each sub-question individually.

a) State a specific research question and hypotheses for your proposal. How will you go

about devising your hypotheses, drawing from literature on community development or

its methods?

b) What specific research design will you propose? Why is this design appropriate to study

your research question and hypotheses above?

c) What are the expected weaknesses or challenges of this design for addressing your

research question?

d) Explain and justify your choice of data, your process of data collection, and your process

of data analysis. How, specifically, is this data useful in answering your questions?

e) What is your approach to case and sample selection given the answers above? Why is this

case/sample approach you specified appropriate to study your research question and

hypotheses?

2. “Alternative sentencing programs,” such as drug courts, offer a way to reduce mass

incarceration. In the drug court model, one or two judges control all non–violent drug cases in a

jurisdiction and, working with in collaboration with defendants, prosecutors, probation officers

and nonprofits, devise a program of supervision instead of a prison sentence. A doctoral student

interested in explaining the factors that lead a community to establish drug courts proposes a

dissertation in which she will examine four municipalities that have adopted the drug court

model. Based on her literature review, she hypothesizes that the critical independent variable in

deciding to adopt the drug court model is the number of community organizations that focus on

public safety as an issue. To control for other influences, she selects four cities of comparable

size, demography, and crime rates, all located in the same state. Her dissertation advisor, a

disciple of the King, Keohane, and Verba approach to qualitative analysis, agrees that she has

identified an interesting question and formulated a solid hypothesis, but rejects her research

design.

(a) Identify and explain the flaw the advisor sees in her research design.

(b) How do you think her dissertation advisor would recommend she fix the flaw? Again,

frame your discussion in terms of the specific hypothesis about creating drug courts.

3. The City of Philadelphia observed that one of the most common causes of auto accidents is

drivers who run red lights. Philadelphia has data on traffic accidents over many years, coded by

location. In an attempt to reduce accidents, Philadelphia installed red light cameras at some of

the most accident-prone intersections. The cameras take pictures of red light violators and a

ticket is sent to the registered owner of the vehicle. The City expects a reduction in accidents

over time, as more people learn about the cameras by getting tickets or by hearing about the

program from others who did. The City has given you their monthly accident data going back to

1990, coded by location, as well as the date of red light camera installations and the number of

tickets per month at each location.

(a) State the City’s hypothesis and the appropriate null hypothesis.

(b) What analytic/design strategy will you use to test the City’s hypothesis?

(d) What additional independent variables do you intend to control if any?

(e) What is the main threat to internal validity in this design? List only one. Explain.

4. Five recent graduates were randomly selected from Eastside Charter School (ECS) and five

more from Westside Public School (WPS). The SAT scores for the students are shown below.

a) Based on descriptive statistics, what do you conclude about the difference in SAT

performance of the students from the two schools?

b) Given that the students were randomly selected, can we attribute the difference in

performance you described in (a) to the fact that one is a charter school and one is a public

school. Why or why not?

c) Is the difference in SAT performance between ECS and WPS statistically significant at

the 95 percent confidence level? Show all the steps in the hypothesis test and be sure to state

your conclusion.

Eastside Charter School Westside Public School

Male 530 Male 520

Female 630 Female 560

Female 610 Female 530

Male 530 Female 410

Male 550 Male 430

5. In response to concerns about housing conditions, the city council is debating a bill to

provide matching funds to homeowners for renovations. To assess the need for the program,

building inspections were carried out on randomly selected residential dwellings in several city

neighborhoods: Center, Eastside, and Westside. For each inspection, the result was recorded as

no violation, cosmetic violation, or structural violation. The results are shown in the table below.

Some members of the council argue that the program should apply to the city as a whole, while

others argue that only particular neighborhoods should be targeted.

a) Overall, is there a relationship between the outcome of the inspection and

neighborhood? Conduct the appropriate statistical test at the 0.05 level of significance. Show

all the steps and calculations in the test and be sure to state your conclusion.

b) Representatives of the Center neighborhood argue that the test in (a) is too general and

that the right test is whether Center, the oldest and poorest neighborhood, is more prone to

violations than other neighborhoods. Test whether the proportion of dwellings with any

violation is greater in the Center neighborhood compared to the other neighborhoods

combined.

c) In terms of the decision about making the program citywide vs. targeting, what

information does each of these two tests provide? Are there any additional tests that would

be helpful?

Violations by Neighborhood

Neighborhood Inspection Outcome

None Cosmetic Structural

Center 16 7 13

Eastside 19 6 5

Westside 21 7 6

6. Asthma among children is a growing problem nationwide. Asthma is often triggered by

environmental conditions, such as mold, dust mites, and contaminants that are more common in

older homes. Because asthma is a chronic condition that requires medical management, the

incidence of asthma is also linked to the quality and availability of medical services in the

community, which is typically better in suburban areas. To better understand this issue, a

coalition of children’s advocates sampled housing units with children present from the central

city and suburbs of their metropolitan area. Housing units were classified as “old” or “new”

depending on whether they were built before or after 1975, when building codes were

substantially upgraded in the area. Each household was then assessed to see whether one or more

of the children living there was suffering from asthma. The counts are shown below:

Asthma in Housing Units with Children, by Location and Age

a) What is the 95 percent confidence interval on the metropolitan area’s rate of asthma

occurrence among housing units with children?

b) Test the hypothesis that there is a greater risk of asthma in suburban housing units

relative to central city units at the 0.05 level of significance.

c) Test the hypothesis that the risk of asthma differs depending on the age of the housing

units at the 0.01 level of significance.

d) The health director argues that to reduce asthma among children the metropolitan area

should focus on improving health care in the central city, whereas the housing director

argues that the focus should be on remediating conditions in older housing units regardless

Child w/

Asthma? Old New Old New

No 168 159 75 252

Yes 44 20 18 26

Central City

Suburbs

of where they are located. Do the data in the table provide evidence one way or the other to

make this decision? (Note: do not conduct any further hypothesis tests to answer this part.)

7. The State Department of Economic Development (SDED) is interested in evaluating its

housing rehabilitation program. Although most of the funding comes from the state, the program

is administered by cities. Cities are required to partially match state expenditures, but the match

rate varies from 48 to 77 percent depending on the city’s demographics. Cities that have a higher

match rate are likely to be more concerned about the success of the program, since they are

investing more of their own money.

Another factor that could influence the success of the program is the quality and efficiency of the

city’s management. In the past, some cities participated in a previous program that was similar,

which should improve the success rate. Cities also vary in administrative capacity. There may

also be an interaction between administrative capacity and previous program experience.

Data were collected for a sample of 187 cities, including the following variables:

Success Rate The success rate of the program (% of eligible units rehabilitated)

Match Rate % of funds matched by the city

Population (thousands) City population in thousands

% Owner Occupied % housing units that are owner occupied

Previous Program = 1 if the city participated in a previous program, 0 otherwise

Capacity City’s administrative capacity rating on a 25-point scale

Two regression models were estimated, as shown below:

Descriptive statistics for the variables are show below:

a) Discuss the findings of Model 1. Be specific about what the model implies about how

the independent variables affect the success rate.

b) One analyst argues that city size does not matter as much the match rate, because the

coefficient on population is quite a bit smaller. Do you agree with that argument? Which

variable do you think has the greater impact on the success rate?

c) Mayor Smith of Centerville has been criticized for having a lower than average success

rate of 38 percent. She argues that her city has actually done better than expected given that

it has no previous program experience, a 50 percent match rate, a 70 percent owner

occupancy rate, and a population of 100,000. Do you agree with the mayor?

d) Based on Model 2, does administrative capacity affect the success rate? If so, how?

Dependendent Variable: Success Rate

Model 1 Model 2

Constant -24.31* -19.85

(11.36) (11.35)

Match Rate 0.223** 0.208**

(0.0728) (0.0731)

Population (thousands) 0.0496*** 0.0471***

(0.0101) (0.0102)

% Owner Occupied 0.596*** 0.547***

(0.157) (0.157)

Previous Program 2.104** -2.379

(0.736) (2.557)

Administrative Capacity 0.0384

(0.147)

(Previous Program) * (Administrative Capacity) 0.356

(0.198)

r2 0.386 0.412

N 182 182

Note: Standard errors in parentheses

* p<0.05, **p<0.01, ***p<0.001

Variable Obs Mean Std. Dev. Min Max

Success Rate 182 42.9 5.9 23.1 58.5

Match Rate 182 62.1 5.2 47.6 76.8

Population (thousands) 182 153.2 37.2 76.7 286.5

% Owner Occupied 182 75.0 2.4 69.4 82.4

Previous Program 182 0.52 0.50 0 1

Administrative Capacity 182 12.2 3.6 1.3 21.1

e) A diagnostic plot and statistical test are shown below. Based on these, do you see any

problem with the regression and what corrective action, if any, do you recommend?

8. Milltown City is a typical aging city in the Northeast that has experienced

deindustrialization and struggles with many high-poverty neighborhoods. Several years ago, the

city designated the poorest one-fifth of its 87 neighborhoods as opportunity zones, in which fees

for building permits and other city services were sharply reduced. Recently, the City retained a

consulting firm to investigate the effectiveness of the Opportunity Zone policy. The consultant’s

report criticized the policy and recommended that it be eliminated. Descriptive statistics and a

table of OLS regression results from the report are shown on the following page.

The variables included are:

povrate Neighborhood poverty rate

opzone = 1 if the neighborhood is designated as an opportunity zone, else 0

vacrate Vacancy rate of residential buildings

medyrblt Median year built for residential buildings

lnpop Natural log of neighborhood population

a) According to the two regression models estimated, how does Opportunity Zone

designation affect the neighborhood poverty rate? Why do the estimates differ? Which

model is preferable?

b) Based on Model 2, how exactly does each of the three variables added in that model

affect the neighborhood poverty rate?

c) What is the predicted poverty rate for an Opportunity Zone neighborhood with a 20

percent vacancy rate, median year built of 1960, and a population of 1000?

d) The consultant argued that Opportunity Zones had higher poverty rates than comparable

neighborhoods that were not Opportunity Zones, and that therefore the program was

ineffective and should be eliminated. Is this interpretation of the model correct, and do you

agree with the consultant’s recommendation? Explain.

e) What additional regression model would you estimate to get a better estimate of the

effect of the Opportunity Zone program?

Table 1: Descriptive statistics

N Mean Std. Dev. Minimum Maximum

opzone 87 0.20 0.40 0 1

vacrate 87 15.8 1.0 13.5 18.3

pop 87 418.6 522.7 17.0 2700.0

medyrblt 87 1965.6 4.6 1952.7 1976.7

povrate 87 27.0 9.2 0.0 49.5

Table 2: Models for Neighborhood Poverty Rate

Model 1 Model 2

opzone 5.327 10.39

(2.434) (2.244)

vacrate 2.521

(0.792)

medyrblt -1.015

(0.198)

lnpop -2.019

(0.876)

_cons 25.94 1991.5

(1.076) (391.5)

r2 0.0533 0.375

N 87 87

F 4.789 12.29

Note: standard errors in parentheses

9. In a widely cited article, Bruce Western (2002) explores the effect of incarceration on men’s

wages using a longitudinal panel from the National Longitudinal Survey of Youth (NLSY). His

OLS regression models for the log of wages are shown below:

Unstandardized Coefficients from the Regression of Log Hourly Wages on Incarceration,

Main Effects Model: NLSY Men, 1983 to 1998

Variables

Model 1

Model 2

Model 3

Model 4

Intercept

1.04**

.02

.71**

.05

2.23**

.09

2.23**

.14

Was Incarcerated (P)

-.07**

.01

-.19**

.02

-.16**

.02

-.16**

.02

Now Incarcerated (C)

-.23**

.02

-.24**

.02

-.23**

.02

-.23**

.02

Log age (A)

.42**

.02

.50**

.02

2.27**

.13

2.05**

.21

Education (E) x10

.43**

.01

.65**

.03

-.05

.05

-.15

.08

Year (t)

---

-.11**

.01

-.10**

.01

(Education x Year) x

100

---

.41**

.02

.38**

.03

Fixed Effects

Yes

Sample

Full

At-risk

.34

.61

.62

.60

Observations

47,616

51,424

18,923

4,953

5,438

2,092

Notes: Model 1 includes controls for juvenile contact with the criminal justice system, cognitive

ability, race, and ethnicity. All models control for work experience, enrollment status, drug use,

marital status, union membership, industry, and region. The full sample includes all respondents.

The at-risk subsample includes respondents who report crime, delinquency or any incarceration.

*p < .05. **p < .01 (two-tailed test)

a) Based on Model 1, how does previous incarceration affect wages, controlling for the

other variables in the model? What is the predicted wage for a previously incarcerated man,

not currently incarcerated, who is 25 years old with 10 years of education? Explain how to

interpret the coefficient on “Log age” in Model 1.

b) Western states that “the fixed effects models (Models 2, 3, and 4) remove large

differences in work experience between never-incarcerated and pre-incarcerated men as a

confounding source of variation.” Explain what this means and how it affects your

interpretation of the “Was Incarcerated” coefficient in Model 2 compared to Model 1.

c) Model 3 adds year and an education by year interaction. Test the hypothesis that these

two variables are jointly significant with 99 percent confidence.

10. Carminati (2018) writes that "The strength of qualitative inquiries defined by the

interpretivist tradition is the understanding of how individuals, through their narratives, perceive

and experience their lives, constructing meanings within their social and cultural contexts".

a) Briefly explain what is gained in the study of community development by conducting

qualitative research that focuses on narratives, perceptions, and experiences? How does

this differ from quantitative work that seeks to generalize?

b) Cite specific examples of mixed methods research and/or research that would have

benefited from mixed methods.

c) Choose a qualitative method that could be used in community development research.

How does this particular method help construct meanings as described by Carminati? Use

specific examples from research to show the potential of this method to build community

development theory.

d) Given your choice of a method in part (b), what are the tradeoffs of different

sampling/case selection strategies within qualitative research in community development

on Carminati’s conception of the construction of meaning within the social and cultural

context?

V. SUGGESTED READING LISTS

The reading lists that follow indicate the literature, issues, and leading scholars that a Public

Affairs/Community Development student should know as a foundation for his or her qualifying

exams and dissertation work. Some of the texts have been assigned in courses in the core

curriculum, others have not. The lists are not meant to be exclusive; in answering questions on

the written examination, students may also draw on texts discussed in their classes that are not

included here. Students should develop their knowledge of the field broadly, but also through the

development of questions that will guide their doctoral dissertation research agenda. The written

examination will not test students’ knowledge of all of the texts below, rather, students are

expected to be able to draw from the literature, some of which is highlighted in these lists, to

provide thoughtful, informed, and critical answers to questions posed on the exam.

A. Social and Community Development Theory and Practice

Adams, Carolyn T. From the Outside In: Suburban Elites, Third-Sector Organizations, and the

Reshaping of Philadelphia. Ithaca, N.Y.: Cornell University Press, 2014.

Alexander, Frank S. Land Banks and Land Banking. Flint, Mich.: Center for Community

Progress, June 2011.

Alinsky, Saul. Rules for Radicals. New York: Vintage Books, [1971] 1989.

Arena, John. Driven from New Orleans: How Nonprofits Betray Public Housing and Promote

Privatization. Minneapolis: University of Minnesota Press, 2012.

Atlas, John. Seeds of Change: The Story of ACORN, America’s Most Controversial Antipoverty

Community Organizing Group. Nashville: Vanderbilt University Press, 2010.

Beauregard, Robert A. Cities in the Urban Age: A Dissent. Chicago: University of Chicago

Press, 2018.

Berry, Jeffrey M., with David F. Arons. A Voice for Nonprofits. Washington, D.C.: The

Brookings Institution, 2005.

Berry, Jeffrey M., Kent E. Portney and Ken Thomson. The Rebirth of Urban Democracy

Washington, D.C.: The Brookings Institution, 1993.

Birch, Eugenie and Susan M. Wachter, ed. Growing Greener Cities: Urban Sustainability in the

Twenty-first Century. Philadelphia: University of Pennsylvania Press, 2008.

Bowman, Ann O’M. and Michael A. Pagano. Terra Incognita: Vacant Land and Urban

Strategies. Washington, D.C.: Georgetown University Press, 2004.

Briggs, Xavier de Souza. The Geography of Opportunity. Washington, D.C.: The Brookings

Institution, 2005.

Davis, Mike. Planet of Slums, Reprint Edition, New York: Verso, 2017.

DeFilippis, James, Robert Fisher, and Eric Shragge. Contesting Community: The Limits and

Potential of Local Organizing. New Brunswick: Rutgers University Press, 2010.

DeFilippis, James and Susan Saegert, eds. The Community Development Reader. 2

Ed. New

York: Routledge, 2012.

Delanty, Gerard and Piet Strydom, eds. Philosophies of Social Science: The Classic and

Contemporary Readings. Maidenhead, UK: Open University Press, 2003.

Desmond, Matthew. Evicted: Poverty and Profit in the American City. New York: Broadway

Books [Penguin Random House], 2017.

Drake, St. Clair and Horace R. Cayton. Black Metropolis: A Study of Negro Life in a Northern

City. Chicago: University of Chicago Press, 2015 [1945].

Dreier, Peter, John Mollenkopf and Todd Swanstrom. Place Matters: Metropolitics for the

Twenty-first Century, 2

Rev. Ed. Lawrence, Kan.: University Press of Kansas, 2004.

Dubois, W.E.B. The Philadelphia Negro: A Social Study. Introduction by Lawrence Bobo. New

York: Oxford University Press, 1899.

Engels, Friedrich. The Condition of the Working-Class in England. Moscow: Progress

Publishers, 1980 [1892].

Ferguson, Ronald F. and William T. Dickens. Urban Problems and Community Development.

Washington D.C.: The Brookings Institution, 1999.

Fainstein, Susan S. The Just City. Ithaca, N.Y.: Cornell University Press, 2010.

Fisher, Robert, ed. The People Shall Rule: ACORN, Community Organizing, and the Struggle for

Economic Justice. Nashville: Vanderbilt University Press, 2009.

Fishman, Robert. Urban Utopias of the Twentieth Century. Cambridge, Mass.: The MIT Press,

1999.

Florida, Richard. The Rise of the Creative Class, Rev. and Expanded. New York: Basic Books,

2014.

Freire, Paolo. Pedagogy of the Oppressed, 30

Anniversary Ed. New York: Bloomsbury

Academic, 2000.

Frug, Gerald E. City Making: Building Communities without Building Walls. Princeton:

Princeton University Press, 1999.

Fullilove, Mindy Thompson. Root Shock: How Tearing Up Neighborhoods Hurts America, and

What We Can Do About It. New York: One World Books [Random House], 2005.

Fung, Archon. Empowered Participation: Reinventing Urban Democracy. Princeton: Princeton

University Press, 2004.

Gilderbloom, John I. and R.L. Mullins, Jr. Promise and Betrayal: Universities and the Battle for

Sustainable Urban Neighborhoods. Albany, N.Y.: SUNY Press, 2005.

Gillette, Howard, Jr. Camden After the Fall: Decline and Renewal in a Post-Industrial City.

Philadelphia: University of Pennsylvania Press, 2006.

Glaeser, Edward. Triumph of the City: How Our Greatest Invention Makes Us Richer, Smarter,

Greener, Healthier, and Happier. New York: Penguin Press, 2011.

Goetz, Edward G. New Deal Ruins: Race, Economic Justice and Public Housing Policy. Ithaca,

N.Y.: Cornell University Press, 2013.

--------. The One-Way Street of Integration: Fair Housing and the Pursuit of Racial Justice in

American Cities. Ithaca, N.Y.: Cornell University Press, 2018.

Greenstone, J. David and Paul Peterson. Race and Authority in Urban Politics: Community

Participation and the War on Poverty. New York: Russell Sage, 1974.

Hackworth, Jason. The Neoliberal City: Governance, Ideology, and Development in American

Urbanism. Ithaca, N.Y.: Cornell University Press, 2007.

Halpern, Robert. Rebuilding the Inner City: A History of Neighborhood Initiatives to Address

Poverty in the United States. New York: Columbia University Press, 1995.

Hannigan, John. Fantasy City: Pleasure and Profit in the Postmodern Metropolis. New York:

Routledge, 1998.

Hartman, Chester and Gregory D. Squires, eds. The Integration Debate: Competing Futures for

American Cities. New York: Routledge, 2009.

Harvey, David. Spaces of Hope. Edinburgh University Press, 2000.

--------. Social Justice and the City, Rev. Ed. Athens, Ga.: University of Georgia Press, [1973]

2009.

--------. Rebel Cities: From the Right to the City to the Urban Revolution. New York: Verso,

2012.

Harvey, David. “The Right to the City,” New Left Review 53 (October 2008): 23-42 (see also,

Henri Lefebvre, “The Right to the City,” in Eleonore Kofman and Elizabeth Lebas, trans.

and ed., Henri Lefebvre, Writings on Cities. Malden, Mass.: Blackwell, 1997: 147-159.

Hirsch, Arnold. The Making of the Second Ghetto: Race and Housing in Chicago, 1940-1960.

Chicago: University of Chicago Press, 1998.

Howard, Ebenezer. Garden Cities of To-morrow. Edited with a Preface by F.J. Osborn, and an

Introductory Essay by Lewis Mumford. Cambridge, Mass.: The MIT Press, 1984 [1902].

Hustedde, Ronald J. and Jacek Ganowicz, “The Basics: What's Essential about Theory for

Community Development Practice?,” Journal of the Community Development Society 33,

no. 1 (2002): 1-19.

Immerwahr, Daniel. Thinking Small: The United States and the Lure of Community

Development. Cambridge, Mass.: Harvard University Press, 2015.

Jacobs, Jane. The Death and Life of Great American Cities. New York: Modern American

Library, [1961] 2011.

Jargowsky, Paul. Poverty and Place: Ghettos, Barrios, and the American City. New York:

Russell Sage, 1997.

Joseph, Peniel E,. ed. Neighborhood Rebels: Black Power at the Local Level. New York:

Palgrave, 2010.

Katznelson, Ira. City Trenches: Urban Politics and the Patterning of Class in the United States.

New York: Pantheon, 1981.

King, Gary, Robert Keohane, and Sidney Verba. Designing Social Inquiry: Scientific Inference

and Qualitative Research. Princeton: Princeton University Press, 1994.

Kromer, John. Fixing Broken Cities. New York: Routledge, 2009.

Kuhn, Thomas S. The Structure of Scientific Revolutions. Chicago: University of Chicago Press,

1996.

Le Corbusier. The City of To-morrow and Its Planning. Translated from 8

French Edition of

Urbanisme by Frederick Etchells. Cambridge, Mass.: The MIT Press, 1986 [1929].

Lees, Loretta Tom Slater, and Elvin Wyly. Gentrification. New York: Routledge, 2008.

Lemann, Nicholas, “The Myth of Community Development,” New York Times, January 9, 1994.

Lewis, Oscar. “The Culture of Poverty,” Scientific American 215, no. 4 (October 1966): 19-25.

Light, Paul C. The Search for Social Entrepreneurship. Washington, D.C.: The Brookings

Institution, 2008.

Little, Daniel. Varieties of Social Explanation: An Introduction to the Philosophy of Social

Science. Boulder, Colo.: Westview Press, 1991.

Logan, John and Harvey Molotch. Urban Fortunes: The Political Economy of Place. Berkeley,

Calif.: University of California Press, 1987.

Massey, Douglas, Len Albright, Rebecca Casciano, Elizabeth Derickson, and David N. Kinsey.

Climbing Mount Laurel: The Struggle for Affordable Housing and Social Mobility in an

American Suburb. Princeton: Princeton University Press, 2013.

McKibben, Bill. Deep Economy: The Wealth of Communities and the Durable Future. New

York: Henry Holt and Company, 2007.

Medoff, Peter and Holly Sklar. Streets of Hope: The Fall and Rise of an Urban Neighborhood.

South End Press, 1999.

Mitchell, Don. The Right to the City: Social Justice and the Fight for Public Space. New York:

Guildford Press, 2003.

Nembhard, Jessica Gordon. Collective Courage: A History of African American Cooperative

Economic Thought and Practice. University Park, Penn.: Penn State University, 2014.

Nussbaum, Martha. Creating Capabilities. Cambridge: Belknap Press of Harvard University

Press, 2011.

Orfield, Myron. Metropolitics: The New Suburban Reality. Washington, D.C.: Brookings

Institution, 2002.

Orr, Marion, ed. Transforming the City: Community Organizing and the Challenge of Political

Change. Lawrence, Kan.: University Press of Kansas, 2007.

Owens, Michael Leo. God and Government in the Ghetto: The Politics of Church-State

Collaboration in Black America. Chicago: University of Chicago Press, 2007.

Park, Robert E. and Ernest W. Burgess. The City: Suggestions for Investigation of Human

behavior in the Urban Environment. Midway Reprint. Chicago: University of Chicago

Press, 2019 [1925].

Peterson, Paul E. City Limits. Chicago: University of Chicago Press, 1981.

Phillips, Rhonda and Robert H. Pittnam, eds. An Introduction to Community Development, 2

Ed. New York: Routledge, 2014.

Polanyi, Karl. The Great Transformation: The Political and Economic Origins of Our Time;

Forward by Joseph E. Stigltiz, Introduction by Fred Block. Boston: Beacon Press, [1944]

2001.

Popper, Karl R. The Logic of Scientific Discovery. London: Routledge, 2002.

Porter, Michael. “New Strategies for Inner-City Economic Development.” Economic

Development Quarterly 11, no. 1 (1997): 11-27.

Powell, Walter W. and Richard Steinberg, eds. The Nonprofit Sector: A Research Handbook, 2

Ed. New Haven: Yale University Press, 2006.

Rae, Douglas. City: Urbanism and Its End. New Haven: Yale University Press, 2005.

Restakis, John. Humanizing the Economy: Co-operatives in the Age of Capital. Gabriola Island,

British Columbia: New Society Publishers, 2010.

Rosenberg, Alexander. Philosophy of Social Science. Boulder, Colo.: Westview Press, 2016.

Ryan, Brent D. Design After Decline: How America Rebuilds Shrinking Cities. University of

Pennsylvania Press, 2010.

Sampson, Robert J. Great American City: Chicago and the Enduring Neighborhood Effect.

Chicago: University of Chicago Press, 2012.

Schumacher, E.F. Small Is Beautiful: Economics as if People Mattered. New York: Harper

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Shaw, Mae. “Community Development and the Politics of Community,” Community

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Squires, Gregory D., ed. The Fight for Fair Housing: Causes, Consequences, and Future

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Stoecker, Randy. “The CDC Model of Urban Development: A Critique and an Alternative,”

Journal of Urban Affairs 19, no. 1 (1997): 1-22; see, also debate with Rachel Bratt and

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in a Low-Carbon World. Cambridge: The MIT Press, 2011.

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