Southern Utah University

Course Syllabus

Southern Utah University
Southern Utah University
Spring Semester 2026

Intergovernmental Relations (Online)

PADM 6670-70I

Course: PADM 6670-70I
Credits: 3
Term: Spring Semester 2026
Department: PSCJ
CRN: 12838

Course Description

American public administration is a complex system of collaboration and rivalry among varying governmental levels and agencies, as well as between non-profit, non-governmental organizations, and private organizations. Overlapping and operationalizing the political science discussion of federalism, this course helps students understand the revolving relationship and dynamics among intergovernmental agencies. Additionally, this course will provide students with perspective, tools, and strategies on public policy setting among intergovernmental entities. (Fall) [Graded (Standard Letter)] Registration Restriction(s): Graduate students only

Required Texts

O’Toole, L.J. and R.K. Christensen. 2012. American Intergovernmental Relations: Foundations, Perspectives, and Issues. 5th Edition. Sage Publications. (Referred to as O&C)

Other required readings: Selected articles will be required periodically throughout the semester. Articles can be accessed through the SUU online library (sign into your MySUU portal first to ensure access to articles and other library resources) or through attached PDFs.



Learning Outcomes


The Intergovernmental Relations course (PADM 6670) examines the dynamic and evolving relationships among governmental, educational, and nonprofit organizations and the critical role these relationships play in public and organizational success.  By the end of this course, students should be able to: 

  1. Understand the dynamic nature of governmental, educational, or non-profit relationships, and how significant external and internal relationships are to success.
  2. Identify intergovernmental relationships, assess their effectiveness, and make recommendations for improvement.
  3. Recognize the components of relationships within inter-governmental relationships. 
  4. Identify conflict barriers to effective inter-governmental relationships and tools that may be used to overcome those barriers.

Course Requirements

We will accomplish the course objectives with the following course requirements:
  • Virtual Student Participation/Discussions
  • Case Study Assignments
  • Journal Responses to the Readings & Class Discussion
  • Group Presentations
  • An “Emerging Issues in IGR” project & paper
  • MPA Portfolio (competency) tab for this course

This course will give you a grounding in the history and most relevant issues relating to how governments at different levels interact in the United States.  We will primarily be working through the readings in the O’Toole & Christensen edited volume: American Intergovernmental Relations: Foundational concepts, Legal aspects, Political aspects, Fiscal aspects, Administrative aspects, and Emerging Issues & Challenges.  We will devote roughly 2 weeks to working through the readings in each section.  At the end of each section, a group of you will provide us with a presentation/project that gives us an overview and highlight of that section (Group Presentations). 

I plan to record a short lecture on each module that highlights the points I found most interesting and ties together the readings into the main topic of the section.  If all goes well, you will be able to post a response video with your own insights and/or comments on mine.  The goal is to make the course as interactive as possible while still retaining the flexibility of an asynchronous model. Watch for announcements as these develop!

Assignments and Grading Distribution

Assignment | Points | Percentage of Total
Participation/Discussion Including Introduction Post |  10%
Journal Replies for completion | 10%
Group Presentations | 15%
Case Study Assignments | 40%
Emerging Issues Presentation | 10%
Emerging Issues Paper | 10%
Competency Portfolio | 5%
Totals | 100%


Participation/Discussion:
10% of your grade. 

This includes attending the orientation meeting (or meeting with me individually), introducing yourself in the Discussion Board for Week 1 and participating in occasional Zoom discussions where our groups will be presenting and we will have online discussions. There may be other opportunities that arise, such as guest speakers that are invited, but those will be shared with you as soon as they are scheduled. Keep in mind that I understand that we are all busy and you may not be able to participate in everything, but by having a lot of opportunities you should be able to participate enough to get all the points even if you have many other commitments. 

Journal Replies on the Readings:
10% of your grade. 

At the end of each section you will have a journal entry to complete that is based upon the readings for that section.  This should not be generated by AI, although you can use AI to help you summarize the materials.  This is the final step where you write and highlight key points that stood out to you in the readings, questions you want answered, providing examples of this topic from your own experience, and other ways to demonstrate critical thinking based on the readings merged with your background knowledge.  Be creative and dig deep here! You will get out of this what you put into it. 

Group Presentations:
15% of your grade. 

You will join one of five groups, in which you will work with your group members to prepare a presentation for the class, it can be on Zoom in a synchronous meeting, or you can create a video to be shared separately with the class for that week. Your group responsibility will be to read that section's readings with a "fine tooth comb," and present a creative and compelling presentation that helps to break down that section, discuss how significant external and internal relationships are to the success of the organizations involved, and share examples of barriers to effective intergovernmental relationships within this context, as well as strategies to overcome those barriers. The group will provide at least one hands-on example of this "section" as well to apply the concepts to the class and propel the class discussion. The group presentation should be approximately 10 minutes long. (Sign Up Worksheet for Groups is found in the Course Shell).

The timeline of these group presentations are below to help you think on which group you would like to join.  Presentations will be in the last week of that section.  
Group #  | Week to Present  | Book sections covered
Group 1* | Week 3 | Part I: Conceptual and Theoretical Foundations 
Group 2  | Week 5 | Part II: LEGAL aspects of IGR
Group 3  | Week 7 | Part III: POLITICAL aspects of IGR
Group 4  | Week 9 | Part IV: FISCAL aspects of IGR
Group 5  | Week 11 | Part V: ADMINISTRATIVE aspects of IGR
*(Dr. Handley is part of your group to help set the tone) 

Case Study Assignments: 40% of your grade. (There are 5 Case Studies, each one worth 8%) 

Within each section and module of our course (adhering with the 5 "Parts" in our IGR Text, students will be given a case study prompt to work on to help demonstrate the knowledge and application of that particular section of the course. Each case study (one for each Part) will be worth 8% of the grade. Each of these case study formats will be slightly different to help us engage, exercise decision-making strategies, and use your creativity within the modules. More details will be provided in the specific assignments.

"Emerging Issues in IGR" Paper & Presentation:
20% of your grade. 

This paper and presentation will be completed alone or with one partner. The Emerging Issues component is what makes up Part VI of our text, and you can choose one of these chapters to do your project on, or you can choose your own "Emerging Issue" in IGR. These will be projects that you complete and submit as your final project and paper for the class at the end of the term. More details will be provided in the assignment. Students should notify the professor if they plan to work with a partner or alone, and also what their "Emerging Issue" is by the midterm date of the semester. Note the AI policy below for guidance on this project. 

Portfolio Tab and Competency Discussion:
5% of your grade. 

This class should show up in your MPA Portfolio as one of your elective classes.  Completion of this assignment includes sharing the link to your Portfolio and the tab for this class where you answer the discussion questions and have at 2 artifacts included from this class that are accessible. 

Note: As a disclaimer, I reserve the right to make adjustments to assignments 
or the schedule depending on course participation and student understanding of the topics we are covering. There will be no exams or quizzes unless I become convinced that the readings are not being read. If that happens, I might add quiz points as part of your participation. 


Course Outline


This course schedule is subject to change. The professor will notify students and post updates on Canvas regarding any changes necessary during the semester. Students are responsible for staying up-to-date with any changes made.

Synchronous lecture: For each module, I will hold a synchronous discussion and mini-lecture. This lecture will essentially be every other week on a day/time that our class decides is best for the majority. This is an optional course offering for students.  Recorded lectures will be available in the Media Gallery in the Course Shell.

Part I. Conceptual & Theoretical Foundations
Includes Week 1 (Jan. 7-11)
Week 2 (Jan. 12-18)
Week 3 (Jan. 20-25)*1/19 is MLK Day Holiday

Assignments & Readings: 
  • Introduction Discussion Post
  • Reading: O&C Chps. 1-4
  • Journal Response to Readings
  • Case Study #1
  • Group #1 Presents Part I Overview
--------
Part II. Legal Aspects of Intergovernmental Relations
Includes Week 4 (Jan. 26 - Feb 1)
Week 5 (Feb. 2 - 8)

Assignments & Readings:
  • Reading: O&C Chps.5-8
  • Journal Response to Readings
  • Case Study #2
  • Group #2 Presents Part II Overview
    --------
    Part III. Political Aspects of Intergovernmental Relations
    Includes Week 6 (Feb 9 - 15)
    Week 7 (Feb. 17 - 22) *2/15 is Presidents’ Day Holiday

    Assignments & Readings:
  • Reading: O&C Chps. 9-12
  • Journal Response to Readings
  • Case Study #3
  • Group #3 Presents Part III Overview

--------
Part IV. Fiscal Aspects of Intergovernmental Relations
Includes Week 8 (Feb. 23 - Mar. 1)
Week 9 (Mar. 2 - 8)

Assignments & Readings:
  • Reading: O&C Chps. 14-19
  • Journal Response to Readings
  • Case Study #4
  • Group #4 Presents Part IV Overview

--------
Part V. Administrative Aspects of Intergovernmental Relations
Includes Week 10 (Mar. 16 - 22)
Week 11 (Mar. 23 - 29)

Assignments & Readings:
  • Reading: O&C Chps. 21-23
  • Journal Response to Readings
  • Case Study #5
  • Group #5 Presents Part V Overview

--------
Part VI. Emerging Issues & Challenges in Intergovernmental Relations
Includes Week 12 (Mar. 30 - Apr. 5)
Week 13 (Apr. 6 - 12)
Week 14 (Apr. 13 - 19)

Assignments & Readings:
  • Reading: Current Readings Provided in Canvas
  • Emerging Issues in IGR Papers/Presentations

Instructor's policies on late assignments and/or makeup work

All assignments are due at 11:59 PM (MOUNTAIN TIME) on the day listed in the course outline. It is your responsibility to ensure that the correct and final version of your assignment has been submitted by the deadline. Assignments received after the due date and time are considered late and will be penalized 10% of the possible grade (this includes Discussion Posts). For each week after the initial week that assignments are late, an additional 10% penalty will be applied.

Attendance Policy


This course is fully online. However, virtual meetings will be scheduled and students are encouraged to attend the meeting or watch the recording afterwards.  Recordings of class meetings and discussions will be posted in the Media Gallery in Canvas for that course’s shell.

Group presentations in virtual meetings will require that students be in attendance for those meetings.  Contact your instructor if you have a conflict to work out an alternative option. 



Technology Usage and Artificial Intelligence (AI) Policy

All graduate students in public administration must have a comprehensive understanding of computer technology to effectively engage in their coursework and collaborative activities. They are expected to know how to confidently participate in virtual meetings using both video and audio features on platforms such as Zoom and Google Meet. In addition, they must be proficient in using standard office software, including Microsoft Word, Google Docs, Excel, All Google products (Docs, Sheets, Slides, Forms, etc), and similar tools. As collaboration and group projects are integral to public administration programs, students must be prepared to fully participate and contribute with other students in projects and with the coursework using these digital resources.  Students who find themselves struggling and in need of additional resources are strongly encouraged to reach out to MEET with their professor for additional assistance.  

AI Policy
As we develop a comprehensive policy for AI usage in coursework, please adhere to the following guidelines:

  1. Citation of AI Use: The use of AI must be properly cited in all instances where AI assists in the writing of your work. Use APA citation format, but place these citations as footnotes at the bottom of the page, consistent with the memo format already used in this course.
    • Example: If referencing a response generated by ChatGPT in your work, you would include a footnote in the following format:
  2. In your text:
    _The analysis suggested several key improvements to the existing policy._¹
    Footnote:
    ¹ OpenAI. (2024). Response generated by ChatGPT (October 31, 2024) in conversation with [Your Name]. Retrieved from https://www.openai.comLinks to an external site..
  3. Permitted and Prohibited Uses: The professor will provide specific instructions on when and how AI may be used in any particular assignment(s). Until these instructions are shared, use AI tools only with caution and ensure any output is cited.


Thank you for following these guidelines as we work to integrate AI responsibly in your academic experience.



Course Fees

N/A

ADA Statement

Students with medical, psychological, learning, or other disabilities desiring academic adjustments, accommodations, or auxiliary aids will need to contact the Disability Resource Center, located in Room 206F of the Sharwan Smith Center or by phone at (435) 865-8042. The Disability Resource Center determines eligibility for and authorizes the provision of services.

If your instructor requires attendance, you may need to seek an ADA accommodation to request an exception to this attendance policy. Please contact the Disability Resource Center to determine what, if any, ADA accommodations are reasonable and appropriate.

Academic Credit

According to the federal definition of a Carnegie credit hour: A credit hour of work is the equivalent of approximately 60 minutes of class time or independent study work. A minimum of 45 hours of work by each student is required for each unit of credit. Credit is earned only when course requirements are met. One (1) credit hour is equivalent to 15 contact hours of lecture, discussion, testing, evaluation, or seminar, as well as 30 hours of student homework. An equivalent amount of work is expected for laboratory work, internships, practica, studio, and other academic work leading to the awarding of credit hours. Credit granted for individual courses, labs, or studio classes ranges from 0.5 to 15 credit hours per semester.

Academic Freedom

SUU is operated for the common good of the greater community it serves. The common good depends upon the free search for truth and its free exposition. Academic Freedom is the right of faculty to study, discuss, investigate, teach, and publish. Academic Freedom is essential to these purposes and applies to both teaching and research.

Academic Freedom in the realm of teaching is fundamental for the protection of the rights of the faculty member and of you, the student, with respect to the free pursuit of learning and discovery. Faculty members possess the right to full freedom in the classroom in discussing their subjects. They may present any controversial material relevant to their courses and their intended learning outcomes, but they shall take care not to introduce into their teaching controversial materials which have no relation to the subject being taught or the intended learning outcomes for the course.

As such, students enrolled in any course at SUU may encounter topics, perspectives, and ideas that are unfamiliar or controversial, with the educational intent of providing a meaningful learning environment that fosters your growth and development. These parameters related to Academic Freedom are included in SUU Policy 6.6.

Academic Misconduct

Scholastic honesty is expected of all students. Dishonesty will not be tolerated and will be prosecuted to the fullest extent (see SUU Policy 6.33). You are expected to have read and understood the current SUU student conduct code (SUU Policy 11.2) regarding student responsibilities and rights, the intellectual property policy (SUU Policy 5.52), information about procedures, and what constitutes acceptable behavior.

Please Note: The use of websites or services that sell essays is a violation of these policies; likewise, the use of websites or services that provide answers to assignments, quizzes, or tests is also a violation of these policies. Regarding the use of Generative Artificial Intelligence (AI), you should check with your individual course instructor.

Emergency Management Statement

In case of an emergency, the University's Emergency Notification System (ENS) will be activated. Students are encouraged to maintain updated contact information using the link on the homepage of the mySUU portal. In addition, students are encouraged to familiarize themselves with the Emergency Response Protocols posted in each classroom. Detailed information about the University's emergency management plan can be found at https://www.suu.edu/emergency.

HEOA Compliance Statement

For a full set of Higher Education Opportunity Act (HEOA) compliance statements, please visit https://www.suu.edu/heoa. The sharing of copyrighted material through peer-to-peer (P2P) file sharing, except as provided under U.S. copyright law, is prohibited by law; additional information can be found at https://my.suu.edu/help/article/1096/heoa-compliance-plan.

You are also expected to comply with policies regarding intellectual property (SUU Policy 5.52) and copyright (SUU Policy 5.54).

Mandatory Reporting

University policy (SUU Policy 5.60) requires instructors to report disclosures received from students that indicate they have been subjected to sexual misconduct/harassment. The University defines sexual harassment consistent with Federal Regulations (34 C.F.R. Part 106, Subpart D) to include quid pro quo, hostile environment harassment, sexual assault, dating violence, domestic violence, and stalking. When students communicate this information to an instructor in-person, by email, or within writing assignments, the instructor will report that to the Title IX Coordinator to ensure students receive support from the Title IX Office. A reporting form is available at https://cm.maxient.com/reportingform.php?SouthernUtahUniv

Non-Discrimination Statement

SUU is committed to fostering an inclusive community of lifelong learners and believes our university's encompassing of different views, beliefs, and identities makes us stronger, more innovative, and better prepared for the global society.

SUU does not discriminate on the basis of race, religion, color, national origin, citizenship, sex (including sex discrimination and sexual harassment), sexual orientation, gender identity, age, ancestry, disability status, pregnancy, pregnancy-related conditions, genetic information, military status, veteran status, or other bases protected by applicable law in employment, treatment, admission, access to educational programs and activities, or other University benefits or services.

SUU strives to cultivate a campus environment that encourages freedom of expression from diverse viewpoints. We encourage all to dialogue within a spirit of respect, civility, and decency.

For additional information on non-discrimination, please see SUU Policy 5.27 and/or visit https://www.suu.edu/nondiscrimination.

Pregnancy

Students who are or become pregnant during this course may receive reasonable modifications to facilitate continued access and participation in the course. Pregnancy and related conditions are broadly defined to include pregnancy, childbirth, termination of pregnancy, lactation, related medical conditions, and recovery. To obtain reasonable modifications, please make a request to title9@suu.edu. To learn more visit: https://www.suu.edu/titleix/pregnancy.html.

Disclaimer Statement

Information contained in this syllabus, other than the grading, late assignments, makeup work, and attendance policies, may be subject to change with advance notice, as deemed appropriate by the instructor.