Course Proposed By: Lisa Parshall, Assistant Professor Course Title: Introduction to Public Policy Credit Hours 3.0 Department: History & Government Proposed Course Rubric: Government Course to be Taught By: Parshall Financial Considerations: N/A Date to be Offered: Fall 2005 Writing Intensive: No Is the course a core elective or part of a learning community? Elective Primary Competency: Critical Thinking Secondary Competencies Contextual Competency Moral and Ethical Discernment Course Syllabus 1. Course Title and Description: Introduction to Public Policy This course is an introduction to the policy making process and discipline of Public Policy. The first section of the class is devoted to the evolution of the basic methodology of policy studies. In this portion of the course, students will learn the basic social science research approach and its critical uses in policy making and analysis. Students will then study the policy making cycle using systems-based and process model approaches. Students will learn the processes, actors and research and methodological issues that are associated with agenda setting, policy formulation, implementation, evaluation, change and termination. The primary focus throughout the course is the methodology employed by and embodied in policy studies. Thus, students will learn how to practice theory testing, policy evaluation and analysis. In the last section of the course the concepts and methods will be applied by examining specific substantive policy areas. 2. Course prerequisites (if any): None 3. Student Learning Objectives: A. Primary Competency: Critical Thinking Pubic Policy is both a field of substantive knowledge and a methodological approach. The history of policy studies mirrors the research process in its evolution. Moreover, policy analysis employs the research process: concept development, model building, model testing, synthesis and revision. Thus, students of public policy will of necessity learn to develop their critical thinking skills. Upon completing this course, students will be able to: 1. Trace the evolution of modern public policy studies. 2. Define various types of models and discuss what criteria should be employed when evaluating the usefulness of models. 3. Apply systems and process model approaches to policy studies. 4. Differentiate between first, second and third generation research. 5. Differentiate and describe the six stages of policy making, the processes and issues that accompany each stage. 6. Identify and discuss the concept of agenda setting and the relevance of agenda control to policy outcomes. 7. Identify the methods and information sources used in policy formulation. 8. Describe the process of policy implementation and the factors that are used to determine whether implementation has been a success or failure. 9. Describe the methods (both quantitative and qualitative) that are commonly used in policy evaluation. 10. Differentiate between incremental, rational-comprehensive, successive limited comparison and punctuated equilibria models of policy change. 11. Explain the use various types of case studies (single-shot, longitudinal, comparative, critical) and issues that accompany their selection 12. Identify the problems that commonly arise in conducting policy evaluation. 13. Define the models of policy change (cyclic, linear, consolidation and fragmentation). 14. Explain the concept of policy utilization, why analysis is not used and the factors that influence utilization. 15. Employ the basic research method of social/behavioral science B. Contextual Competency 16. Distinguish the various approaches to policy analysis and describing how these approaches contrast, compare or may be integrated in studying a particular policy or policy problem. 17. Articulate how the nature of the policy problem at issue affects the policy approach, agenda setting, formulation, implementation and evaluation of a policy. 18. Apply the concepts, approaches and methods to the study of specific policy areas including crime, education and welfare. 19. Identify the actors in the policy making process and their role in each of the stages of policy making. 20. Utilize case studies as illustrations of applied principles. C. Moral and Ethical Discernment 21. Describe policy legitimation and how moral and ethical considerations affect agenda setting, formulation, implementation, evaluation and policy change. 22. Differentiate the moral assumptions and criteria that are often used in the process of policy analysis. 23. Differentiate between policy analysis and policy advocacy. 24. Identify inequalities that exist in current U.S. crime, education and welfare policy. 4. Topic Outline and Readings: Required Texts: —James P. Lester & Joseph Stewart, Public Policy: An Evolutionary Approach (Wadsworth: 2000 2nd ed.) ISBN 0534- 55008-8 —B. Guy Peters, American Public Policy: Promise and Performance (Chatham House: 2004 6th ed.) ISBN 1-889119-63- 6 Course & Reading Schedule: Part I: The Study of Public Policy Week 1: Introduction Reading: Lester, Chapter 1 “The Nature of Public Policy” Peters, Chapter 1 “What is Public Policy?” Week 2: Policy Studies Evolution and Context Reading: Lester, Chapter 2 “The Evolution of Public Policy and Policy Studies” Peters, Chapter 2 “The Structure of Policymaking in American Government” Week 3: Policy Analysis: Approaches and Models Reading: Lester, Chapter 3 “Approaches to Policy Analysis” Lester, Chapter 4 “Models and Public Policy Studies” Part II: The Policy Making Cycle Week 4: Agenda Setting Reading: Lester, Chapter 5 “Agenda Setting” Peters, Chapter 3 “Agenda Setting and Public Policy” Week 5: Policy Formulation Reading: Lester, Chapter 6 “Policy Formulation” Peters, Chapter 4 “Legitimating Policy Choices” Week 6: Implementation Reading: Lester, Chapter 7 “Policy Implementation” Peters, Chapter 5 “Organizations and Implementation” Week 7: Policy Evaluation and Change Reading: Lester, Chapter 8 “Policy Evaluation:” Lester, Chapter 9 “Policy Change and Termination” Peters, Chapter 7 “Evaluation and Policy Change” Part III: U.S. Public Policy Week 8: Education Policy Reading: Lester, Chapter 10 “Education Policy” Peters, Chapter 11 “Educational Policy in the United States” Week 9: Welfare Policy Reading: Lester, Chapter 11 “Welfare Policy” Peters, Chapter 10 “Income Maintenance: Social Security and Welfare” Week 10: Crime Policy Reading: Lester, Chapter 12 “Crime Policy Peters, Chapter 13 “Protective Policies: Defense and Law Enforcement” Week 11: Social Equality Reading: TBA Week 12: Policy Analysis Reading: Peters Chapter 14 “Cost-Benefit Analysis” Peters, Chapter 15 “Ethical Analysis of Public Policy” Week 13: Policy Analysis Conclusions Reading: Lester, Chapter 14 “Utilizing Policy Analysis” Lester, Chapter 15 “Taking Stock: The Evolution of Policy Studies” Week 14: Conclusions and Review 5. Instructional methods: Lecture, classroom discussion, written assignments, group assignments. 6. Evaluation of Student Learning: Learning Objectives* Assignment (s) Percent of Grade Oral Participation and Attendance 5% 2, 5, 6, 8, 9, 15, 20, 24 Written Assignments/Projects 25% 1, 2, 3, 4, 23 In-Class Exam 1 20% 5, 6, 7, 8, 9, 10, 16- 17, 21 In-Class Exam 2 25% 11, 12, 13, 14, 15, 18, 19, 22, 24 Final 25% *Primary Competency Objectives in Bold 7. Requirements for Projects Written Assignment #1: 1) Survey a major newspaper for a period of 5-10 days. (The New York Times or Washington Post, are preferable, but you may also use the Buffalo News. All of these papers are available in Marion Library or daily over the Internet. Do not use a local, community or college paper). 2) Identify articles which address public policy making -- governmental decision making on a specific problem or issue. You may select national, state or local policies. Look for articles that provide the BEST examples of policymaking at work. 3) Select TWO articles one which focus on AGENDA SETTING/ POLICY FORMULATION; and one which focuses on POLICY IMPLEMENTATION. You will need a hard copy of the article to attach to your assignment. 4) Prepare a 1-2 page discussion for each of the articles, drawing upon the policy making lessons presented in the text and lecture. (Guiding Questions will accompany the assignment) The paper must be TYPED, 1-2 pages, single spaced, one-inch margins, 10-12 point font). The paper should be well written, employing formal rules of grammar, proper spelling and sentence construction. Since there is a wide array of possible issues and reporting styles, you will need to tailor your paper around the information provided in the article. For this reason, you should survey and select articles that provide the BEST illustrations of the policy making process. Your discussion should demonstrate a mastery of the reading and class lectures. You should NOT share articles with your classmates. Assignment #2: (Or as In-Class Group Activity) Review the Article on the reverse side of this sheet and answer the following Questions: 1. Is this issue on the systemic or institutional agenda? In what capacity is government seriously addressing this problem? 2. What factors increase the likelihood of this issue as a priority for the institutional agenda? 3. What factors do you think decrease the likelihood that government will continue to make this issue a high priority agenda item? 4. What other issues/problems are intertwined with this issue? Does the connection to this other factor increase or decrease it as an agenda priority? 5. Who are the policy experts/ analysts dealing with this problem? 6. How are the trends in uninsured rates being operationalized (measured)? Are there any problems with these measures? Can you think of other ways to measure the extent of the problem? 7. Is there a sub-government apparent on this issue? List the participants. 8. How might the Elite model of agenda-setting be used to explain the presence or absence of this item on the agenda? 9. Using Kingdon’s model, would you predict this issue will be placed on the agenda? Why or why not? Assignment #3 (Or as In-Class Group Activity) 1. List the Names of the Students in your group: 2. Review the following policy issue/concern According to a recent article, the percentage of overweight children in the U.S. has tripled since the 1970s. “Fifteen percent of children are seriously overweight .... These kids are on a fast track for adult cripplers like heart disease, stroke, and diabetes” (Newsweek, September 22, 2003 p.60). 3. Theorize on what factors may be contributing to the epidemic of childhood obesity in the U.S.? (What, in other words contributes to the problem?) Possible Factors contributing to the childhood obesity crisis: 4. Pick one of these factors. If you were conducting a study on childhood obesity causes and remedies, how would you measure this factor? Factor to be measured: Way to measure or quantify: 5. Pick one of the factors you have identified for question 3. Suggest a government policy that might seek to address or remedy this factor. (In other words, could you imagine a law or a program, or a policy that would mitigate this factor’s negative effects on children’s weight). Factor you are addressing: Potential Policy Solution: 6. In thinking broadly about the problem of childhood obesity, describe how one might study the issue/or formulate a policy solution utilizing at least 2 of the various approaches outlined by Lester: -Process Approach -Substantive Approach -Econometric Approach -Phenomenological Approach -Participatory Approach -Normative Approach -Ideological Approach -Historical Approach 1) A way of studying this issue/or formulating a policy solution which utilizes the_____________ approach to this policy issue would be:______________ 2) A way of studying this issue/or formulating a policy solution which utilizes the______________ approach to this policy issue would be:_______________ Assignment #4 There remains fundamental disagreement over the current extent of racial and gender discrimination in American society. Do you think that racial or gender discrimination are still present and significant? What evidence in Chapter 10 of Cochran supports your opinion? How might future policies attempt to “correct” existing social inequality? Assignment #5 Please answer the following questions on policy making/evaluation based on the Buffalo News report on Sick Days in Buffalo City Government (November 14, 2003). Review the materials provide and then discuss and answer the questions below.