Policy Formulation and Implementation

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PUAD 5310

Policy Formulation and Implementation

PUAD 5310 Policy Formulation and Implementation
University of Colorado Denver, School of Public Affairs
Spring 2017
Instructor: Dr. Jisun Youm
Office: Lawrence Street Center Suite 5259
Phone: TBA
Email:
Course Meeting Time and Place: On-line class
Office Hours: Tuesday 12:00-3:00pm or by appointment
I encourage you to schedule appointments during office hours, or set up a meeting with me over the phone or in person.

COURSE DESCRIPTION

This online course is a research seminar for those students in the MPA program who have already taken PUAD 5005 (The Policy Process and Democracy) or equivalent. This course focuses on public policy in the United States, paying particular attention of how policies are made and how they are implemented. This course covers the American Federalism context in which public policies are implemented, agenda setting, policy design and analysis, policy tools and networks, and citizen engagement and participation in the policy process.

COURSE OBJECTIVES

The purpose of this course is to extend your knowledge beyond all stages of the policy process; agenda setting to evaluation that were presented in PUAD 5005 and examine these policy processes and apply them into a variety of cases in depth. In this course, students will read seminal works on models of policy formulation/design and implementation processes, and how policy is adopted and put into practice at the state, local, and/or national level. Additionally, each student will apply what you have learned about policy formulation and implementation to address a research question of your choosing.

MPA LEARNING OBJECTIVES

These course objectives and activities dovetail with the MPA program’s learning objectives and target competencies as follows:

MPA objective/target competency / Relevant course activities
The student understands the roles and realities of public administration in society / Students will learn, critique, and apply literature on public policy agenda setting, adoption, and implementation.
Be able to communicate effectively in writing to a variety of audiences-includes knowing the audience and its needs and expectations / Students will explore how to synthesize the broad themes of public policy making process and demonstrating a sensitivity to various stakeholders through discussion with others
Understand and be able to apply different perspectives and assumptions to generate policy and management decision alternatives or to affect substantive change in other realms of public management and administration / Students will gain a deeper understanding of the history of public policy making process, persistent and emerging issues in public policy making process, and the values what will likely shape future directions for public administrators.

FORMAT OF THE COURSE

This is an online discussion-based on seminar. A seminar format assumes active participation of all members and often involves discussion, where instead of finding the “one” right answer, the emphasis is on the exchange of questions and comments focused on critical thinking and bringing new ideas and information to light. A seminar design is not a debate. It is a dialog, where the exchange of information helps leads us to new insights and a deeper understanding. Thus, we share our understanding, often applying previous readings or experiences. Each weekly session considers a new topic, based on the chapters from the texts and other readings materials/online assignments.

In order to successfully navigate the online seminar, you should acquaint yourself within the modules, announcements, and assignment links in Canvas. In particular, the course is based on one-week sessions that organize the readings and assignments. Sessions will “go live” one day before the official start date.

COURSE TEXTS AND MATERIALS

Additional Readings and Materials: Other selected readings will be made available under each module. Copies and links to articles will be provided as needed. The electronic readings are mandatory. Within the weekly instructions, you will frequently find additional cases, video clips and/or subject based news articles that are not noted on the syllabus. These short readings are meant to amplify our conversations and reflect current events.

COURSE REQUIREMENTS AND EVALUATION

You will be evaluated based upon your performance in the following activities.

Short Lessons/Lectures

Each session will be assigned a specific time frame for completion. Each Monday morning, typically at 9:00 a.m., students will see instructions for all requirements (e.g. readings, video clips, discussion topic, etc.) on the modules. These instructions are called “Weekly Instruction,” which contains short lessons, assignments, discussion topics, extra teaching materials, etc. Please pay careful attention to the dates for each weekly instruction as some are longer or shorter depending on the subject matter and amount of materials for digestion.

The short lessons in the weekly instruction are a guide as to how to consume some of the information and help frame your thinking about the policy process as we delve into the specific issues involved in learning about public policy formation and implementation.

Reading

Students should complete the assigned readings that students are responsible for the completion of all required work due for the class period that such work is assigned.

Discussion Leaders (10%)

Given the seminar format, we will have session discussion leaders with responsibility for facilitation conversations by being more involved in the discussions. This is an individual assignment. After you choose two topics from the syllabus, I will provide the discussion leader schedule at the beginning of the semester. Each of you should lead to a discussion TWICE in this course.

When you are guiding us in the weekly session, please write a one- or two-page plan detailing how you will lead the discussion. This plan should contain the following:

(1)  Introduce new materials (video clips, new articles, links etc.) related to session topics.

(2)  Create at least two discussion questions based upon the assigned readings and/or the new materials what you want to share with others.

(3)  Submit this plan by Wednesday night, before your scheduled week.

You should be the first respondent(s) to all discussion questions. Also, I strongly recommend you to respond to other posts as much as you can. But you do not need to reply to every post. The key of this assignment is that you are guiding us as an instructor like me to facilitate our conversation and to support and challenge us in our thinking about the topic of policy formation and implementation.

Discussion Question Responses (DQRs) (20%)

In addition to introducing you to the material through readings and lesson materials, the course also seeks to expand your thinking and communication skills. The threaded discussion is the heart of the group learning experience. Discussion and debate will take place primarily in the online community format. These discussions allow us (I also participate in the discussion) the opportunity to reflect upon and exchange ideas about the topic at hand, as well as consider the idea’s place in a larger policymaking context.

Each student is expected to contribute substantially to the discussion for each session. On the course web platform is a link to a “Discussion” for each session. Students participate by adding comments and discussion of their own, and/or by responding to a comment or idea by one of your fellow students. Mimicking another student’s response is not considered a substantive and meaningful contribution and will not be counted for points.

Discussion for each session will be designated during a specific time frame that corresponds with the specific session itself. Students MUST post the required number of times over the course of the discussion PER QUESTION. Two discussion questions will be generally provided in each section.

Students must post at least THREE (3) times over the course of the discussion PER QUESTION. Regarding the first post, you should respond to the instructor’s discussion question. For the other two posts, you should post your thoughts to other students’ posts.

Posts to the discussion after the required number will not result in extra points or extra credit beyond the regular grade, but will be taken as a totality of their discussion. Students are encouraged to go beyond the minimum required posts and to actively and fully participate in the discussion while it continues during the Unit. You will be able to go back to any discussion and review its contents before the session has closed.

Discussion Time Frame:

You should participate in all of discussion questions during a specific time frame. Your first post to the instructor’s discussion question should be posted by Thursday. Students are encouraged to post the two posts to other student’s posts no later than Friday.

Grading Participation/Discussion:

Grades will be determined by both the required number of posting per Unit as well as the quality of a student’s posts.

Criteria for awarding quality of discussion points will be based on:
Expanded Understanding: Your attempt to engage others in a meaningful dialogue that builds on the group discussion and understanding of the topic under discussion. Students should not make unsupported statements or use opinions as fact. If you wish to make an assertion, it must be accompanied by facts and literature and properly cited. Merely posting a large quote is not considered a substantive post.

Productive: Your attempt to move the discussion forward or in a new direction that expands the discussion of the issue. You add depth to the current discussion.

Respectful: Your contributions to developing a civil and collegial atmosphere that promotes intellectual discussion.

Written Communication: Appropriate use of the written language, including spelling and grammar is required. Written discussion posts should be viewed as if they were similar to a formal paper, in that abbreviations, slang language and text-IM speak will not be allowed. Outside sources, if used, must be properly cited. You may use in-text citations during your discussion for class materials.

Points:

Students will receive a total set of points for the required discussion per session. Points are based on turning in the required number of posts per the Discussion, as well as the quality of the posts themselves as they pertain to the issues under discussion. Students will receive half the points for submitting the required number of posts (postings must still be substantive in nature to count as a post) and students will receive quality points for the remaining half (cumulative per question) based on the above criteria.

Mid-term (15%) and Final Exam (20%)

The mid-term and final exam will be an open-book essay style exam and will be timed online using the Canvas shell. Students will be given the questions when they open the essay exam and will have 48 hours to complete the exam. The mid-term and final exam will cover the assigned readings and lectures for all units of the course.

Prospectus (5%)

Each student will submit a 1-page prospectus for the individual research paper in which you: 1) outline the context of an issue; 2) indicate the guiding research question(s) for the project; 3) identify the cases you will examine; 4) review the methods you will use to answer the research question(s); and 5) briefly detail the work plan to complete this research. The instructor will provide feedback.

Individual Research Paper (30%)

After receiving feedback for prospectus from the instructor, each student will complete a research paper that includes: 1) an introduction section that outlines the context of the issue, the research questions, and the scope/order of the paper; 2) a literature review; 3) a section detailing and justifying the research methods and analysis, including validity/reliability issues and what you did to remedy those issues as much as possible; 4) findings and contributions to theory and/or practice while also including a reflection on limitations of the study. In brief, the paper should mirror the sections of a capstone paper. As seen above, there are two major content requirements: 1) you must create a research question of your choosing that deals with some type of policy formulation and implementation issue; and 2) the paper must include an analysis of two or more cases the formulation/implementation issue associated with your research question.

Late Submission

Assignments will be marked down one grade for each 24-hour period they are late. I will consider excuses for late submissions on a case-by-case basis. Give me advance warning if possible.

Email Response

I will do my best to reply your email within 24-hours of your email being sent from Monday to Friday. However, during the weekend, I will not be available to immediately respond to your email. Regarding emails during the weekend, I will reply on Monday morning.

The Syllabus

The syllabus is an initial plan for the course. It will be revised, perhaps more than once, in response to student backgrounds and interests, external events, and opportunities.

Grading Scale
(Final grades will be rounded up to the nearest whole number)
94-100 / A
90-93 / A-
87-89 / B+
84-86 / B
80-83 / B-
77-79 / C+
74-76 / C
70-73 / C-
67-69 / D+
64-66 / D
60-63 / D-
0-59 / F

COURSE SCHEDULE AND READINGS

Part1. Policy Formulation Theory and Practice

Week 1 (Jan. 17-20) / Course Introduction and Overview
Syllabus
Weekly Instruction 1 / Introductions and Q&A section for this course
Week 2 (Jan. 23-27) / Modern Federalism and Governance in a Shared Power World: The Modern Policy Process, Networks, and Governance
Nivola, Pietro. 2005. “Why Federalism Matters.” A policy brief from the Brooking institute.
Florida and the decision not to expand Medicaid coverage:
“How 5.2 million people fell into the health insurance coverage gap” http://pubsys.miamiherald.com/static/media/projects/2015/gap-explainer/index.html
“Medicaid is Expanding in Other States—just not in Florida; Why Won’t Florida Adopt Medicaid Expansion?”
http://www.miamiherald.com/news/health-care/article18725061.html
Week 3 (Jan. 30-Feb. 3) / Agenda Setting and Problem Definition
Cobb, Roger W., and Charles D. Elder (1971) “The Politics of Agenda-Building: An Alternative Perspective for Modern Democratic Theory”. The Journal of Politics, 33(4): 892-915.
Rochefort, David A., and Roger W. Cobb (1993) “Problem Definition, Agenda Access, and Policy Choice.” Policy Studies Journal, 21(1): 56-71.
Week 4 (Feb.6-10) / Policy Formulation, Design, and Stakeholders
Weimer, David L. and Aidan R. Vining. 2016. Policy Analysis (5th ed.), Ch.11.
Schneider, A., & Ingram, H. (1993). “The Social Construction of Target Populations.” American Political Science Review, 87(2), 334-346.
Nabatchi, Tina. (2012). “Putting the public back in public values research: designing participation to identify and respond to values.” Public Administration Review, 72(5): 699-708

Submit Prospectus (Feb. 10)