POLS 220: Introduction to Public Policy
M/W 2:00-315
Instructor: Casey LaFrance
Office: Du 476
Office Hours: Mon 10-12, Weds 11-12; or by appointment
Ph: 706-455-1023
E-mail: z129250@niu.edu
Course Description:
Welcome! Despite the popular perception that the
policy process is akin to that of making sausage, this course will, indeed,
force us all to look at how policy is made and implemented. In doing so, we will identify relevant
actors, groups, and contextual factors that shape American public policy,
especially at the federal level. We
will attempt to bridge the gap between theory and praxis by: (a) exploring the
seminal writings of policy theorists and analysts, on the one hand, and (b)
working in small groups to deal with actual policy problems. In addition, we will discuss basic
methods of policy analysis, program evaluation, and decision-making. Finally, we will pay careful attention
to the roles of rhetoric and argumentation that help us to debate public
policy.
Course Objectives:
To
become familiar with general theories of the policy process
To
learn and understand the importance of key actors, groups, political climates,
and other sources of influence in this process
To
comprehend and consider normative policy imperatives, some of which we will
heartily agree with and others of which we will vehemently despise
To acquire
a rudimentary knowledge of the techniques involved in policy analysis
To
work independently, and with group members, in fulfilling the aforementioned
objectives
To
create and maintain an open setting for crucial debates on a myriad of policy
arenas
To
have fun and to learn from one another!
My Obligations and Guarantees:
I
will be responsive to your questions during class, during office hours, and in
between. Do not hesitate to e-mail or call. However, I may also address your
question(s) during class time for the benefit of your classmates. If you are struggling to
“get” an idea, concept, etc., there is very good chance that others
are as well.
I
will present the material in a variety of fashions in an attempt to accommodate
different learning styles (e.g., some of us learn from hearing; others, from
seeing; still others, from doing or discussing). I am also happy to discuss course
material and/or present it in a way that you might better understand during
office hours.
I
will be prepared for class. I
expect you to be as well. It is imperative that you complete the
assigned readings prior to our class meetings. Some of these readings may seem simple
while others might require a second reading. Some may challenge your ideological
stances while others may reinforce your views. Some may seem almost as fun as watching
paint dry. I assure you, however,
that there is something to be gained from each reading.
I
will challenge you. This does not
mean that I agree or disagree with you; nor does it mean that I want you to
feel embarrassed or angry. It
simply means that I want to help you sharpen your arguments and consider the
perspectives offered by others.
Imperatives for Success In
This Course (AKA earning an A or B):
Read the required selections
and take note of each selection’s thesis and main ideas
Relate the readings to
current issues in the media, in your local government, etc.
Show up for class, ask
questions, and offer insightful comments.
Team up with your classmates
to study and discuss. You may find
that your in-class groups make excellent study groups outside of class.
Ask. If, at any point, you need clarification
or you need me to slow down so you can take notes, etc. don’t
hesitate to raise your hand.
Complete your assignments and
turn them in on-time.
Take advantage of NIU’s resources for you. For example, you might find that a visit
to the writing center really helps you to convey your ideas or to fix
grammatical errors.
Consider the long-term
usefulness of this course. Most of
you won’t become professional policy analysts, but I guarantee that some
of the ideas and assignments that you encounter in this course may help you to
be a more effective citizen and to develop your critical thinking skills.
Grades and Assignments
Journals
Please purchase a three-ring
binder for this course. You should
label the front cover of this binder “POLS 220 Journal” and type
your name.
Journals will follow this format:
12 Point Times New Roman, Double Spaced, 1-inch Margins
First Page: Table of Contents
Section One: 30 Discussion Questions (5 Points)
In this section, you will
list 30 discussion questions that have arisen from course readings. Please number these 1-30. These questions may serve as icebreakers
for our class meetings. They may
also be helpful in preparing for the exams. Pay attention to the review questions in
the texts for some ideas, but please create original questions. I
strongly encourage you to develop and write these questions as you read rather
than waiting until the night before all 30 are due.
Section Two: 2 Scholarly Articles and Analyses (2.5
points each = 5 Points )
In this section, you will
summarize and review two scholarly articles from ACADEMIC JOURNALS. Ideally, these articles will bring in
authors and ideas outside of the required readings. Explain how the piece (or the reviewed
work) relates to the course readings with which it corresponds. What argument(s) are being made? What are the strengths/weaknesses of
this piece (whether normative or empirical)? How did you react to the piece? These entries need to be written
formally, with attention given to grammar and spelling. You may write as many of these as you
wish. They might even come in handy
when preparing for each exam.
Again, you will select two (2) entries for me to grade. You may find these articles through J-Stor, ArticleFirst, and similar
databases. I will demonstrate the
use of these databases during class.
Each summary should take up around 1-2 pages of double-spaced text.
Section Three: Interview with an Actor in the Policy
Process (10 Points)
In this section, you will
interview a person involved in some stage of the policy process. This is intentionally a very loose
definition, as I expect a variety of interviewees. Some potential interviewees include:
city councilpersons or other legislators; street-level bureaucrats such as
police officers and teachers; government contractors; and interest group
representatives. The idea here is
for you to attempt to ascertain how our class discussions of policy theory mesh
with the real world experiences of these individuals. Thus, you should ask around 5
substantive questions (e.g., move beyond the “What is your name?” What
is your favorite flavor of ice cream?” type questions). We will discuss some potential questions
during class time. You should
employ the Question/Answer/Analysis format of interviewing in which you list
the question, the response, and your analysis of the response. Also, please include an introductory paragraph
telling me why you chose this person, what this person does, etc. and a
conclusion that ties the answers and analyses together. Shoot for 5-7 pages of double-spaced
text. Be prepared to discuss in
class on October 17.
OR
Participant Observation At a Local Government Meeting (10
Points)
In this section, you will
attend a local government meeting (e.g., city council, budget hearing, planning
commission meeting, etc.) and write a reactionary essay. First, tell me where you went and why
you chose this venue. Next, tell me
the topics discussed. Then, begin
your analysis. Take note of who
else was in attendance: was the meeting relatively empty? Crowded? Also, take not of who was NOT
there. For example, how many
college students show up to DeKalb’s city
council meetings? Take note
of formal and informal leadership:
Is there a dominant councilperson, even though his/her position accords
no formal power? Is there a citizen
who has something to say about every topic? Does attending such a meeting help you
to better understand the policy process in your municipality? How
do the processes you observed relate to our class discussions and
readings? Shoot for 5-7 Pages
of double-spaced text. Be prepared
to discuss in class on September 26.
Total Journal Grade: 20 Points
Completed Journals, with all assignments, are due
November 14. Late Journals will not
be accepted.
Optional Research Paper: 11 Points*
For this assignment, you will pick a
piece of legislation (from any level of government, in any policy arena). You will explain the development of this
legislation, including: (1) how this policy reached the agenda (How did it
initially garner attention? Describe
the context in which this policy developed. Was there a triggering event or was did
this policy reach the agenda more gradually? Which key groups or actors fought for
this policy?), (2) groups that are affected by this policy, (3) normative and
empirical arguments for or against the policy, (4) how this policy was
implemented (and by which agencies), (5) and how effective it has been in
achieving the goals of those who passed it. Consider the costs associated with this
policy, in terms of monetary and opportunity costs. Consider the societal benefits of this
policy. How might you change this
policy? As you write, consider and
incorporate relevant literature and theory from this course to substantiate
your claims. Due December 3 at class
time. Late Papers will not be accepted.
*This assignment is optional
in that you will not receive an incomplete in the course if you choose not to
complete it. Please be advised, however, that it is impossible to earn an A in
this course without writing the research paper. Be advised, as well, that I expect the
quality of these papers to be beyond average and to follow the format
prescribed below. If you have any
questions about the research paper, feel free to ask me.
Research Paper Will Follow This Format:
Introduction (1-2 pages):
Specify the policy you are
looking at
Relevant Theories
State your position
Policy Summary: 2-3 Pages
What is the purpose of this
piece of legislation?
How much will it /did it
cost?
Which actors/groups will be/
are affected?
Implementation
Time Frame (How long? By whom?)
Method of Evaluation (How will
we know it works); What criteria are written into the
legislation?
Theoretical Context: 3-5 Pages
What theoretical
perspective(s) fit this policy? Why? How?
How did it reach the agenda?
Pros and Cons (T-Chart)
Arguments For/Against
Analysis:
2-3 Pages
Has the policy been
successful? How do you know? Is it premature to evaluate this policy?
How can this policy be
improved?
Is it even necessary? Why or
Why not?
Quizzes and In-Class Assignments: 20 points
Quizzes may or may not be
announced. Make-up quizzes will
only be offered to those with a very compelling justification for missing
class. In order to perform well on
these quizzes, read the required selections and ponder the discussion questions
in the texts. In-class assignments
may be collected and graded as quizzes.
Mid-Term Exam: 24 Points
This exam will cover all
material presented and discussed up to the mid-term of the semester. We will review for this exam during the
class session preceding the mid-term.
Expect Multiple Choice, Short Answer, and essay questions.
Final Exam: 25 Points
This exam will be cumulative,
encompassing most of the topics that we have discussed in the course. We will review for the final during the
last week of classes. Expect
Multiple Choice, Short Answer, and essay questions.
The Final Exam will take place Mon. December 10,
2-3:50 p.m.
Extra Credit:
Extra credit opportunities
will be limited to bonus questions on exams and, if I deem appropriate, additional assignments that each class
member has an opportunity to complete (e.g., attending a lecture or
event). Beyond these, no individual
extra credit is available.
Total: 100 points possible (100%)
Grading: A = 90-100 B= 80-89
C= 70-79 D= 60-69 F= <60
Undergraduate Writing Awards The department of political science will recognize,
on an annual basis, outstanding undergraduate papers written in conjunction
with 300-400 level political science courses or directed studies. Authors do
not have to be political science majors or have a particular class standing.
Winners are expected to attend the Department’s spring graduation
ceremony where they will receive a certificate and $50.00. Papers, which can be
submitted by students or faculty, must be supplied in triplicate to a department
secretary by February 28th. All copies should have two cover pages – one
with the student’s name and one without the student’s name. Only
papers written in the previous calendar year can be considered for the award.
However, papers completed in the current spring semester are eligible for the
following year’s competition even if the student has graduated.
Make Up Exams/Assignments: If you miss an exam, and have a VERY COMPELLING
reason, I will consider offering a make-up exam. Late assignments will
automatically receive a 10 percent deduction for each class session past the
due date if they are accepted at all. I will not consider make-up work
for quizzes/group assignments missed due to unexcused absences. It is your
responsibility to inquire about make up assignments.
Academic Integrity: Please refer to you undergraduate handbook (page 49) for NIU’s policy on Academic Integrity (for Plagiarism
and other forms of cheating). It is impossible to learn from one another if any
of us recycle the ideas of others. Please turn in your own original work, use
quotation marks “ “ when quoting a source,
and use a recognized citation style (preferably APA). Please do not speak to
one another during the course of an exam. If I suspect that you may be
cheating, I will contact the University Judicial Office. If your actions are
judged as academically dishonest, you will receive an automatic zero on the
assignment and a grade of F in the course.
Accommodations For Students With Disabilities:
Under Section 504 of the Rehabilitation Act of 1973, NIU is committed to making
reasonable accommodations for persons with documented disabilities. Those
students with disabilities that may have some impact on their coursework and
for which they may require accommodations should notify the Center for
Access-Ability Resources (CAAR) on the fourth floor of the
Department of Political Science Web Site Undergraduates are
strongly encouraged to consult the Department of Political Science web site on
a regular basis. This up-to-date, central source of information will assist
students in contacting faculty and staff, reviewing course requirements and
syllabi, exploring graduate study, researching career options, tracking
department events, and accessing important details related to undergraduate
programs and activities. To reach the site, go to <http://polisci.niu.edu>.
Decorum/Expectations of Proper Conduct: In order to ensure that each member of this class has
an equal opportunity to learn from and participate in class discussions and
activities, I ask that you please demonstrate the following forms of courtesy
to one another and to me: Please make bathroom trips before class and minimize
early departure from class (unless you have informed me of your need to leave early)
Please turn off electronic devices (cell phones, ipods,
pagers, pda’s, and similar devices) upon
entering the classroom. Please leave these devices out of sight in a backpack,
purse, or pocket. Please feel free to ask a question or make a comment at any
point during the lecture and/or your group activities. Please do not interrupt
another student while he/she is speaking. Briefly show your hand, and I will
call on you in these situations. If you eat or drink in class, please clean up
after yourself. Please do not bring distracting food items into the classroom
(e.g., rustling chip bags, items that require silverware, alcoholic beverages,
very pungent foods, etc.). Please treat your classmates and group partners with
respect. In short, be civil
to one another. Some of the ideas in the field of Public Policy (and its
subfields) are often controversial. I invite you to share your opinion of these
ideas (e.g., Affirmative Action, Federalism, Gun Control, etc.), but please do
not use “hate speech” in doing so. Remember, also, to keep your
ears open to ideas that may vary greatly from your own. This is how learning
takes place. Please back up your comments with empirical evidence/scholarship
from this field or other social sciences when possible. Finally, I value
debate, but I will not tolerate heated arguments in the classroom. Please
refrain from “side conversations” during the lecture/group work. To
better facilitate learning in this class, I ask that only registered members of
the class be present (i.e., please do not bring guests, children, etc.) If you
fall asleep in class, you may be asked to return to your domicile so that you
may nap there and avoid distracting the rest of the class. On the day of a
test, I ask that you use the restroom before class. You will not be permitted
to finish an exam if you leave the room for any reason during the course of
taking the exam. Leave backpacks/notebooks/textbooks and other materials
beneath your seat during the course of an exam. When you finish an exam, bring
your test paper up to me and turn it in face-up so that there will be no
possibility of “losing” an exam. If I deem them necessary,
additional “decorum/behavior” regulations may be imposed. If you
violate these guidelines, you may be asked to leave class and you will not be
considered present for the session.
Schedule:
Please Note that the scheduled contained in this syllabus is subject to change
and/or revision at the discretion of the instructor. Please come to class so
that you may keep up with the activities of this course.
Additional reading
assignments (e.g., Journal Articles, etc.) will be announced as the course
progresses. Please make sure that you complete ALL readings before the class
session in which they will be discussed.
Part I:
The Context, Methods, and Epistemology
of Public Policy
Week One:
Aug 27: Introduction to
Course Themes, Meet and Greet, Presentation of Syllabus
Aug 29: Basic American Government Review;
Discussion of Federalism
Required:
Classics, Chap 1
(Pay Attention to Review Questions at the end of each
assigned Classics Chapter)
Suggested: K&L Chaps 1-2
Week Two:
The Legislature
Sept 3: No Class---Labor Day
Sept 5: The Role of the
Legislature
Group Activity:
Legislative Committee Exercise
Classics, Chapter 6
Week Three: The Judiciary and The
Presidency
Sept 10: The Role of the
Judiciary
Classics, Chapter 8
Sept 12: The Modern
Presidency and Public Policy
Classics, Chapter 7
Week Four:
The Bureaucracy, Implementation, Evaluation
Sept 17: The Bureaucracy
Required:
Classics, Chapter 2, readings 4-6
Suggested:
Sept 19: Implementation and Evaluation
K&L, Chaps 5-6
Week 5: Interest
Groups, Pluralism, Citizen Participation
Required:
Classics, Chapter 3
Suggested:
Putnam, RD
(1995). Tuning In, Tuning Out: The Strange Disappearance of Social
Capital in
Bobo, L. &
Gilliam, F. (1990). Race, Sociopolitical Participation, and Black Empowerment. APSR, 84(2), pp. 377-393. Jstor
Verba, S.,
Burns, N., and K.L. Schlozman (1997). Knowing and Caring about Politics: Gender and Political Engagement. JOP, 59(4), pp. 1051-1072. Jstor.
Sept 24 IGs
Sept 26 CP
Group Activity:
IG/Regulatory Artifacts
Week 6:
Agenda Setting
Classics, Chapter 4
Oct 1 AS
Oct 3 AS
Week 7: Theories of the Policy Process and the Role of
Rhetoric
Required:
Classics, Chapter 10
K&L, Chapter 3
Oct 8 Theories/Rhetoric
Oct 10 Theories/Rhetoric
Week 8:
Public Policy Analysis
Required:
Classics, Chapter 11
(Revisit Classics, Chapter 2)
Suggested:
K&L Chaps 4-6
Oct 15 PP Analysis
Oct 17 Midterm Review
Part II: Substantive Policy Arenas
Week 9:
Mid-Term Exam and Education Policy
Oct 22 Midterm Exam
Oct 24 Education Policy
Required:
--K&L Chapter 10
--No Child Left Behind in Issues for Debate
--20/20 Documentary on School
Choice and Discussion (in class, time-permitting)
Week 10: Economic Policy and Public Budgeting
Oct 29 EP/PB
Oct 31 EP/PB
Required:
Classics, Chapter 5 (All)
Issues, Chapters 12-13
Suggested: K& L Chapter 7
Group Activity: Engaging Citizens in Public Budgeting
Week 11:
Environmental Policy
Nov 5
Nov 7
Re-read
K&L Chapter 11
Issues, Chapter 9
“An Inconvenient Truth” and Discussion
(Time Permitting)
Week 12:
Healthcare Policy
Nov 12
Nov 14
“Supersize Me”
and Discussion (Time Permitting)
Group Activity:
Debate on Obesity
K&L, Chapter 8
Week 13:
Policy Debates
Nov 19
---Gun Control
---Abortion Policy
---Same-sex Marriage
--Illegal Immigration
--National Healthcare
---And others
You will draw a topic from a hat during the preceding
week’s classes. Then, you
will research this topic from either a Pro, Con, or Somewhere in-between
perspective. Details
to follow.
Nov 21: No Class: Thanksgiving Break
Week 14: A
Cursory Glimpse of Foreign Policy and Global Governance, Fragmentation, and
Diminished Nation-State Sovereignty
Required:
Classics, Chapter 9
Suggested:
H. Wagenaar (2007). Governance,
Complexity, and Democratic Participation
The American Review of Public Administration 37, no. 1
(2007): 17-50
Mathur,
N. & Skelcher, C. (2007). Evaluating Democratic
Performance: Methodologies for Assessing the Relationship between Network Governance
and Citizens. Public
Administration Review 67, no. 2 (2007): 228-237
Callahan, R. (2007).Governance: The Collision of
Politics and Cooperation
Public Administration Review 67, no. 2 (2007): 290-301
Nov 26 FP
Nov 28 GG
Week 15: Review For Final Exam (Bring your discussion
questions) and Loose ends to be tied
Dec 3
Dec 5
Final Exam: December 10, 2-350