PA 3002:Basic Methods of Policy Analysis
Humphrey School of Public Affairs, University of MN
Fall 2015, Wednesday,1:00to 2:15
BruH 420B, 3 Credits
I. Course Description
The complex economic, political and social issues that define our world are not easily solved. PA 3002 teaches students to apply the methods and techniques of the social science discipline to address these multifaceted challenges that increasingly confront public agencies and nonprofit organizations.
PA 3002 introduces an academic discipline that offers a systematic, structured way of thinking about the design, development, implementation and assessment of public policy. Policy analysis helps inform viable and effective policy choices by drawing on the basic quantitative and analytical methods common to the social sciences, particularly economic analysis.This coursemeets the Liberal Education requirement of Social Sciences.
Like all social science courses, PA 3002 explains the ways social processes enable and constrain human actions, including the possibilities for individuals to shape their cultural, social, economic and political worlds. This course teaches policy analysis as a scientific methodology, which not only allows students to appreciate how social science attempts to explain these socioeconomic processes, but also provides them with the opportunity to actually do the work of social scientists through applied research, analysis and presentation of policy recommendations.
The course is designed to equip future leaders with both the academic foundations and practical tools and analytical techniques they need to be successful in their careers. Basic concepts and tools for problem definition, data collection and analysis, alternatives identification and evaluation, presentation techniques, and implementation strategies are taught using individual and team case studies and real-world problem assignments.
Exercises are designed to foster an understanding of how the policy analysis process works, and to provide students with practical experience in using effective techniques and applied social science methodologies. The diverse selection of case studies include such current topics as sports stadiums, teenage driving restrictions, housing assistance, on-campus parking, light rail transit, missing children,movie ratings, plastic bag taxation, substance abuse, lakefront and downtown development.The course culminates in a comprehensive team policy analysis exercise.
PA 3002 is designed for students who share an interest in quantitative techniques to analyze issues of public policy. This multidisciplinary course is appropriate for students from various undergraduate majors, including economics, political science, business and other social sciences. In particular, this introductory course provides a firm academic and technical background for students preparing for graduate studies and careers in public and nonprofit organizations at the local, state, national and international levels.
A technology-facilitated,flexible learning model is used to effectivelyequip students with the hands-on participatory tools they need to compete in the new economy. Students are provided access to a series of short video lessons that may be completed at their convenience. Class time is dedicated to direct interaction with the instructor,as students apply those lessons by solving practical case studies in a small team setting.
ThisFlipped Classroomapproach offerseach studentflexible accesstoonline tutorials, whichconsist of both video lessons and short quizzes. In-class, active learning sessions reinforce theselessonswith problem-solving exercises completed in small teams, with assistance from the instructor as needed.Online and personal tutorial assistance is also available as students take responsibility for their learning.
The course format generally covers one topic per week, with methodologies studied individually at the beginning of the week, practical team-based exercises on Wednesday and individual graded assignments due on Friday:
- Online video lessons and quizzes are completed individually before Tuesday noon to earn participation points. These background lessons must be completed for students to productively contribute in team learning activities.With these outside lectures, the class only meets on Wednesdays.
- On Wednesday, students participate in team learning activities, developing practical skills by collaboratively solving case study exercises related to the topic of the week. Each small team submitsits work online, andselected teams present their solutions at the end of each class, followed by interactive discussions. This work is ungraded, but students receive points for actively participating in class.
- Tutoring assistance is available upon request. Online discussion forums also allow students to post questions, and review shared answers from the instructor.
- Individually completed graded homeworkon the same weekly topic is submitted onlineeach Friday evening. Exercises are similar to those completed during the Wednesday class, and include both individual and small team assignments.
Student workload involves an average of about 30 to 45 minutes of online videos and20 pages of reading per week, a semester total of 8 ungraded exercises completed during class, 8individually graded homework assignments, and twograded team case studies, all of which are designed to help students apply the concepts and practical techniques learned in the course.
The total grade consists of 40 percent individual and 35 percent small teamgraded homework, and 25 percent participation. The participation grade is determined by on-time, successful completion of the online lessons/quizzes, active participation in Wednesday ungraded team exercises and punctual attendance. There are no exams.
II. Desired Student Outcomes
- Understand howthe social science discipline explores interrelationships among individuals, institutions and systems, and allows individuals to shape their cultural, social, economic and political worlds through sound public policy analysis,
- Understand basic policy analysisconcepts and practical techniques, and develop the capability to define, prepare and present effective policy analyses for nonprofit organizations and public agencies,
- Master basic knowledge, terminology and applied skills in problem formulation, primary, secondary and web-based research, quantitative and qualitative data analysis,economic analysis, policy selection, implementation and monitoringin a technology facilitated environment, and
- Improve collaborative problem solving, explanatory andpersuasive communication skillsfor diverse audiences to effectively implement recommended policy strategies.
III. Instructor
John Gunyou
952-237-7499
Room: HHH 138
Hrs: Wed, 11 am, on request
IV. Learning Design
A. Learning Methods
- Online video lessons andquizzesflexibly available to encouragegreater student participation and comprehension. Reading and studying assigned materials, supplemented by class discussions.
- Active learningclassroom environment, offering direct interaction with the instructoras students apply their knowledge by solving practical exercises and case studies in both individual and small team settings.
B. Assignments
Students are expected to read the assigned chapter, and complete the associated three or four video lessons and quizzesby Tuesday 12:00 noon. Study Guidesare provided so students can take notes during the Online Video Lessons to help answer the associated Quizzes. Timely completion of the online lessons counts toward participation points, which represent 25 percent of the total grade.To receive credit for each quiz, all questions must be answered correctly, and students only have three attempts to do so.
As a result, it is important that videos be carefully viewed for understanding, and that students not simply guess repeatedly at the answers.The flexibility provided with online lessons allows students to work ahead and at times most convenient to their schedules, and also requires them to accept responsibility for their learning.
Wednesday attendance is mandatory, and students completeungraded exercisesduring class, working collaboratively in small teams of three. Students must complete the video/quiz lessons to participate on these teams, and selected teams present their solutions at the end of each class. The purpose of this group work is to cooperatively learn from each other, so all students are expected to actively engage with their teammates. This work is ungraded, but counts toward participation points.
There are8individually completedgraded assignments, plus two collaborativeteam case studies. Graded assignments are similar to the ungraded problem sets, and are due online by 9:00 PM Friday. Thetwo team case studies involvesmall group analyses of apolicy issue, and all students in the group receive the same grade. Theseindividually graded assignments and team case studiesare75 percent of the final grade.
Because the weekly assignments build on and complement each other, students are strongly encouraged not to fall behind. Should unavoidable conflicts or unanticipated issues arise, students are responsible for immediately communicating with the instructor before the assignments are due to ensure they are completed in a timely manner.No excuse is accepted for tardy notifications, and “extra credit” is not an option.
C. Student Assessment
Rather than simply test rote retention, learning assessments are designed to allow students to demonstrate proficiency in practical, employable knowledge and experience.As in the professional world, the course emphasizes a combination of individual and team problem solving, all of which is graded accordingly. Respective values are:
Video/Quiz Preparation (10 @ 1pt each)10 points
Team Ungraded Assignments (8 @ 1.5pts each)
plus Class Attendance & Participation (3pts)15
Individual Graded Assignments (8 @ 5pts each)40
Team Case Studies (10 & 25pts, respectively)35
Total 100 points
Assignments are expected to be complete, concise and on time. Students mustactively participate on Wednesdays to receive credit for Ungraded homework. Graded homework will not be accepted after the deadline without the express permission of the instructor, which will only be provided forunavoidable or legitimate circumstances.Students are responsible for immediately notifying the instructor before class or due dates whensuch issues may arise, and for arranging to promptly submit any missed assignments when due, or as soon as possible thereafter.Grading levels are:
Grade Points
A93.3 & above
A-90.0-93.2
B+86.7-89.9
B83.3-86.6
B-80.0-83.2
C+76.7-79.9
C73.3-76.6
C-70.0-73.2
D+66.7-69.9
D63.3-66.6
D-60.0-63.2
No Credit59.9 & below
The University of Minnesota grading systemutilizes a plus and minus scalebased on a 4.000 cumulative grade point scale in accordance with the following:
A4.000 Outstanding achievement relative to course requirements
A-3.667
B+3.333
B3.000 Achievement significantly above course requirements
B-2.667
C+2.333
C2.000 Achievement that fully meets course requirements
C-1.667
D+1.333
D1.000 Worthy of credit, even though it fails to meet requirements
An Incomplete may be assigned at the instructor’s discretion if, due to extraordinary circumstances, the student was unavoidably prevented from finishingthe course work. A written agreement will specifyhowand when the unfinished work will be completed.
D. Textbook and Resources
- Required Text: Text: Patton, Carl; Sawicki, David and Clark, Jennifer (2013). Basic Methods of Policy Analysis and Planning, 3/E, Pearson.
- Moodle. This course has a U of MN Moodle 2.8 site. Assignments, video lessons, quizzes, power-point presentations, announcements, discussion forums, grades andtemplatesare posted on this site. Students are strongly encouraged to check the Moodle site regularly for any course changes.
- Online lessons. Video lessons are available on Moodle. Each weekly topic includes three or four video lessons that average about nine minutes each. The lessons are not merely taped lectures, but rather, are designed to acquaint students with specific topics. Study guides are provided so students can take notes during the video lessons to help answer the associated quizzes, whichgauge student participation and comprehension.
E. Assignment Deadlinesand Attendance
The flipped classroom model requires that students accept responsibility for their learning by completing the preparatory video lessons and quizzes before the assigned deadlinesto enable their active and productive participation in the Wednesday team learning activities. This online flexibility allows students to work ahead and at times most convenient for their schedules, so the assigned preparatory work must be completed by the deadlines to receive participation credit. Participation points will be deducted for absences, repeated tardiness and video/quiz lessons not appropriately completed.
Timely completion of the assigned videos and quizzes ensures that students do not unfairly receive credit for the Wednesday in-class team participation points when they rely on otherclassmates who did complete the assigned background material on time. To that end, students must successfully complete the assigned video/quiz lessons to productively participate on the Wednesday team exercises.
To receive participation credit for the background quizzes, all questions must be answered correctly, and students only have three attempts to do so. As a result, it is important that videos be carefully viewed for understanding, and that students not simply guess repeatedly at the answers.This expectation of responsible preparation reflects the professional world, where any failure to meet assigned deadlines can compromise the performance of other team members and the organization.
Graded homework will not be accepted after the deadlinewithout the express permission of the instructor, which will only be provided forunavoidable or legitimate circumstances.Attendance at all Wednesday active learning sessions is required. Students are expected to be prepared and be on timeso they can actively participate in team assignments and class discussions. “Extra credit” is not an option in this course.
When unexpected circumstances arise to prevent attendance or completion, students must notify the instructor before class and before due dates. This expectation issimilar to that of every employer in the business world. You can not simply fail to show up; you must let your supervisor know ahead of time, not after the fact.
F. University Policies
Academic Dishonesty will not be tolerated, and the University of Minnesota’s Student Conduct Codewill be strictly applied to ensureanenvironment that promotes academic achievement and integrity. Students are expected todo their own work, complete all graded assignments by themselves and not share their work with others, with the sole exception of the team case studies and weekly ungraded problem sets, which are collaboratively completed in teams of two or three.FAQ on scholastic dishonesty.
Appropriate use of course materials.Students are encouraged to make liberal and effective use of the universally available YouTube videos and PowerPoints provided for this class; these resources are the equivalent of traditional textbooks.However, broadly disseminating transcript-like notes or accepting compensation for taking and distributing such notes undermines intellectual property rights, and violates theshared norms and standards of the academic community. Similarly, personal electronic devices may not be used in the classroom without the explicit permission of the instructor.
Stress Management. Students may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol and drug problems, feeling down, difficulty concentrating or lack of motivation. These mental health concerns may lead to diminished academic performance, so please be sure to let the instructor or TA know if and when such issues arise. A broad range of confidential mental health servicesis available to assist students with these and other concerns.Counselors are also available through the Humphrey Student Services office at 612-624-3800 to help students address immediate concerns.
Safe and respectful environment.The University of Minnesota provides equal access to and opportunityin its programs and facilities, without regard to race, color, creed, religion, national origin, gender, age, marital status, disability, public assistance status, veteran status, sexual orientation, gender identity, or gender expression. The University is also committed to providing a safe and respectful environmentfree of sexual harassment. Such conduct interferes with students’ performance by creating an intimidating, hostile, and offensive academic environment, and will not be tolerated.
V. Course Outline
9-9 (Wed)Introduction
Course procedures and expectations with flipped classroom model.Overview of policy analysis - what itentails and why it is used. Interdisciplinary nature of policy formulation and analysis. Howsocial sciences explore interrelationships among individuals, institutions and systems, and allow individuals to shape their cultural, social, economic and political worlds. Basic steps of rational problem solving. Complete video lessons & quizzes before the first class:
1-1 Online Lesson Overview
1-2 Policy Analysis Context
9-15 (Tue)Policy Analysis Process
Practical principles basic steps in policy analysis. Analytical methodologies, including the six basic analytical steps: (1) problem definition, (2) evaluation criteria, (3) alternatives identification, (4) alternatives analysis, (5) selection, and (6) implementation. Interrelationships with social science disciplines.Read Chapter 1 (1.3, 1.4 & 1.5 only) and Chapter 2(2.4, 2.5 & 2.6 only), and complete video lessons & quizzes:
2-1 Problem Definition
2-2 Evaluation Criteria
2-3 Alternatives Identification
2-4 Alternatives Evaluation
2-5 Policy Selection
2-6 Implementation
9-16(Wed)Ungraded Assignment 1: 1-1 Quick Policy Analysis
9-18 (Fri)Graded Assignment A Due: A-1 Quick Policy Analysis(5pts)
9-22(Tue)Team Case Study I
Complete video lesson:
2-7 Policy Analysis Steps
9-23 (Wed)Team Case Study I
9-30 (Wed) Team Case Study I
10-2 (Fri)Team Case Study I Due: Teenage Driver Auto Accident Rates(10pts)
10-6 (Tue)Research Methods
Data collection and basic data analysis.Identifying and collecting data, including public repositories, web-based research, original and secondary sources. Interviewing and survey methodologies, including questionnaire construction, sample selection and interviewingtechniques. Evaluating the quality of informationand basic data analysis, including descriptive, statistical and graphic techniques. Communicating with descriptive, tabular and graphical displays.Read Chapter 3 and complete video lessons & quizzes:
3-1 Basic Research
3-2 Interviews & Surveys
3-3 Evaluating Data Quality
3-4 Graphology
10-7(Wed)Ungraded Assignment 2: 2-1Lakefront Redevelopment, 2-2 Affordable Housing, 2-3 Mayor’s Standing