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Edmund Adu

Title: Teaching Fellow

Department: Public Administration

College: College of Health and Public Service

Curriculum Vitae

Curriculum Vitae Link

Current Scheduled Teaching

PADM 2100.001Cultural Competency in Urban GovernanceFall 2024 Syllabus
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching

PADM 4450.900Public Policy AnalysisSummer 10W 2024 Syllabus SPOT
PADM 2100.900Cultural Competency in Urban GovernanceSpring 2024 Syllabus SPOT
PADM 4260.900Volunteer Program Planning and EvaluationFall 2023 Syllabus SPOT
PADM 4050.900NegotiationSummer 8W1 2023 Syllabus SPOT
PADM 4450.001Public Policy AnalysisSpring 2023 Syllabus SPOT
PADM 4450.001Public Policy AnalysisFall 2022 Syllabus SPOT
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Intellectual Contributions

    Book Chapter

  • Nukpezah, J.A., Ahmadu, A.S., Ukwandi, K., Adu, E., Abraham, R. (2023). Public budgeting in developed and developing countries. Research Handbook on Public Financial Management. 136-153. Edward Elgar Publishing. http://dx.doi.org/10.4337/9781800379718.00019

    • Journal Article

  • Asamoah, K., Yeboah-Assiamah, E., Damoah, C.M., Adu, E. (2022). Sounds good on paper but problematic in practice: PPP in Ghana's transport sector. Other. 43 https://api.elsevier.com/content/abstract/scopus_id/85107748066
  • Adu, E., Buabeng, T., Asamoah, K., Damoah, C.M. (2020). Digitization of local revenue collection in Ghana: An evaluation of Accra Metropolitan Assembly (AMA). Other. 86 (1) https://api.elsevier.com/content/abstract/scopus_id/85069922149

    • Note, Journal

  • Kyei-Poakwah, K., Owusu-Mensah, I., Adu, E., Ateng, M.A. (2023). Big Men, Small Boys; A Power Dimension Perspective of Farmers–Herdsmen Conflict in Ghana. Other. 18 (1) 110-116. https://api.elsevier.com/content/abstract/scopus_id/85139082506
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Overall
Summative Rating		 Challenge and
Engagement Index		 Response Rate

out of 5
out of 7		 %
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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