Poli 401 Public Policy SeminarProf. Wilson
Spring 2011West 323
Office Hours: M T TH 12-1 375-2415
and by appointmente-mail: wilson
LEARNING OUTCOMES
There are three primary objectives in this course:
1. Deepen your understanding of the field of public policy and policy analysis.
2. Familiarize you with policies and alternatives in important issue areas.
3. Help you in the production of a major research paper in one specific
policy area.
COURSE OUTLINE
This course is divided into two sections. First, we will study the field of public policy, including policy analysis and evaluation. We will discuss economic policy in some depth. While at least some of this section will be lecture, it is expected that you will be prepared for discussion at each class meeting. It is essential that the readings be completed prior to the class meeting!! You will begin the research for your paper during this time as well.
The remainder of the course will be an in-depth exploration of several specific policy areas. Students will make presentations and lead discussions based on their papers. Attendance is mandatory! You get one unexcused absence. Anything beyond that will result in a two-point deduction from your final average in the course.
COURSE REQUIREMENTS
There are five graded components in the course. There will be a 5-7 page analytical summary of each of the books. Paper topics are due in class on Jan. 24. An outline and annotated bibliography is due in class on Feb. 21. This will be returned to you prior to Spring break (when all of you will be writing diligently...right??). A first draft of your paper and the final draft will be due at different times. Students will draw for the time their papers are due. This will allow me to return your drafts quickly so that you will have the maximum time to write and revise. Each student will also make a presentation in class. The order of presentations will follow the order of drafts. Finally, each of you will serve as discussant for one other paper. Absence on the day of your presentation or discussant will result in a zero for that component. There will be a 5-point penalty for each day (including weekends) that any assignment is late.
Yes, this is a heavy workload, especially early in the semester. This is Seminar. Do not let yourself fall behind in this course. It is very difficult to catch up, and there will be temptation to cut corners. At best, that will negatively impact your grade; at worst it will become an academic integrity problem. I strongly suggest you begin to work on your paper as early as possible. It can’t be written in a short period of time. If you maintain a steady pace, you will be fine. Honest! No whining will be tolerated!
GRADING COMPONENTS
Book summaries10% each
Outline and bibliography10%
Paper draft20%
Final paper25%
Presentation10%
Discussant5%
Class participation10%
ACADEMIC INTEGRITY
The course will follow the standards of the College handbook. Cell phones, pagers and other electronic devices must be turned off prior to entering the classroom. The use of any electronic device during a quiz or exam is strictly prohibited. This includes PalmPilots, Pocket PCs, and Blackberrys. Any use of such devices during a quiz or exam will be considered a breach of academic integrity. As stated above, it is permissible to use notes and books during exams in this course. You may also use a computer, but not to contact another person. It is not permissible to rely on the help of others in completing any assignment.
SPECIAL NEEDS
If you are on record with the College’s Special Services as having special academic or physical needs requiring accommodations, please discuss this with me as soon as possible. We need to discuss your accommodations before they can be implemented. Also, please note that arrangements for extended times on exams and testing in a semi-private setting must be made at least one week before the exams.
If you believe you are eligible for accommodations but have not yet formally contacted Special Services, contact the Center for Learning & Teaching (x2248).
WRITING CENTER
The Writing Center @ Roanoke College, located in the Goode-Pasfield Center for Learning and Teaching in Fintel Library, offers writing tutorials for students working on writing assignments and projects in any field. Writers at all levels of competence may visit the Writing Center at any point in their process, from brainstorming to drafting to editing, and talk with trained peer writing tutors in informal, one-on-one sessions.
OUTLINE AND ANNOTATED BIBLIOGRAPHY
Your outline should be 1-2 pages long. I need enough information so I can follow your line of thinking and see where you are going and how you will get there. I don’t need to know every step you will take along the way, but I need to be able to see the direction of the path.
An annotated bibliography is a bibliography of each source you use, helpful or not, and a brief description of that source (major ideas, relevance, etc.). You must use a variety of sources. Suggestions include books, academic journals, news media, political journals, government documents, interest group sources, etc. They must NOT be all online sources. Libraries are still useful sources of material. At least five of your sources must be books and five must be from scholarly publications (many are available online).
Your outline must also include a one-page summary of the methods you will use.
Remember, this is a policy analysis paper. It is not just a review of popular literature on the topic. There is no “magic number” of sources, but your paper should not rely too heavily on just a couple of sources.
SEMINAR PAPERS
The paper's body must be 30-35 pages, typed (double spaced) pages in length, and also include a title page, table of contents, works cited, and abstract (about 200 words). Margins should be one inch on all sides, and you should use a 12-point font. The goal of each project is to demonstrate understanding of the dynamics of the American public policy making process by providing a policy analysis of a specific issue. You will be required to complete some type of original analysis and include tables, charts, graphs, etc. to demonstrate the results of your research.
Each analysis should address, therefore, the following questions: What is the scope and nature of the issue being examined? Why is government action or intervention seen as necessary to resolve this issue? Which actors (governmental and non governmental) are involved and why? What interests are at stake and what goals are to be accomplished? How are these interests articulated? What policy options are available? How would these decisions be implemented and evaluated? What is the likely effect of these decisions and actions? What are the most likely costs, both direct and indirect of the options? What is your policy recommendation(s) and why have you chosen it/them?
Students should consult with the instructor during all stages of the preparation of the seminar paper. Research notes, outline, and all drafts must be submitted with the completed paper. The format of the paper, textnotes, and works cited should conform to those found in the Scott and Garrison text.
Your first draft should NOT be considered a rough draft. Ideally, it should also be your final draft. The better it is, the better your grade on that component and the fewer revisions/additions will be necessary. I have had drafts that have received an “A” and have required very few revisions. Copies of the outline and first draft may be made available for review by other seminar participants. You must provide a copy of your draft to the discussant at the same time you submit it to me.
PRESENTATIONS AND DISCUSSION
The purpose of the project presentation is to both inform the other seminar participants of the specific findings of your own research and to educate them as to the general dynamics of the policy process relevant to the issue you have investigated. Presentations will not consist of the reading of formal papers. Rather, you will be expected to present your analysis and conclusions orally, logically, and concisely. Presentations must incorporate the use of PowerPoint applications. This is intended not only to enhance the quality of the presentation, but also to assist in the development of skills that should be of value to prospective employers. A training session on the use of power point technology is incorporated into the seminar.
The goal of the discussants is to examine the content of presentations. They should criticize the research technically, substantively, and practically. They should explore further ramifications and implications of the issue being presented.
TEXTS:
John Kingdon, Agendas, Alternatives, and Public Policies, 2nd ed.
Lewis and Hildreth, Budgeting: Politics and Power
Scott and Garrison, The Political Science Student Writer’s Manual, 6th ed.
CLASS SCHEDULE:
Jan. 17 Introduction; Researching your paper
Jan. 24 Writing your paper
Topic due
Public Policymaking
Jan. 31 The Players in the Policy Game
Kingdon, Ch. 1-3
Feb. 7 The Policy-Making Process I
Kingdon, Ch. 4-6
Feb. 14 The Policy-Making Process II
Kingdon, Ch. 7-10
The Politics of Budgeting and Deficits
Feb. 21 Introduction to Budgeting; Decision Inputs
Lewis, Introduction, Ch. 1-3
Outline, bibliography, methods due
Feb. 28 Budgeting Choices, Taxes and Spending
Lewis, Ch. 4-7
Kingdon summary due
March 14 Making Sense of a Budget
Lewis, Ch. 8-10
Paper Consultations
March 21 Individual meetings w/ Wilson
Lewis summary due
Policy Papers and Presentations
March 28, April 4, April 11, and April 18
Paper Presentations