Minnesota State University
Public Policy Analysis-Pol 669-tentative
Spring 2004
Extended Campus-Burnsville H.S.
This syllabus is subject to change without notice.
Contact the professor for most recent changes.
Instructor: Dr. J.E. Cherrington-Cucore (Dr. “J”) Morris Hall 106
Office Phone: (507)389-5031 Fax: -6377 (mark to Attn: Dr. Cherrington-URSI)
email: janet.cherrington@mnsu.edu web address*: www.intech.mnsu.edu/cherrington
office hours: see my web site under “Office Hours”
Texts: (required)
Gupta, Analyzing Public Policy: Concepts, Tools, and Techniques, ISBN 1-56802-555-6
Guess/Farnham, Cases in Public Policy Analysis, 2nd Ed., ISBN 0-87840-768-5
Weaver, Economic Literacy, ISBN 0-7425-1667-9
Course Purpose: The purpose of this course is to provide students with a comprehensive overview of public policy analysis. It examines public policy as a process that uses multimethods of addressing issues to finds technical or workable solutions that are politically feasible. It also confronts and explains the jargon, analyses, and fundamental ideas of basic mainstream economics as a necessary step to think critically about current affairs.
Learning Outcomes: Upon successful completion of this course, the student should be able to:
· understand the conceptual framework of public policy analysis.
· understand the role of value judgments in public policy analysis.
· understand the relationship between public policy analysis and citizens.
· understand the ethical role of an analyst as it relates to clients/citizens.
· understand the jargon analyses, and fundamental ideas of mainstream economics.
Students with Disabilities:
Every attempt will be made to accommodate qualified students with disabilities. If you are a student with a documented disability, please see me as early in the semester as possible to discuss the necessary accommodations and/or contact the Disability Services Office at (507) 389-2825 (V) or 1-800-627-3529 (MRS/TTY)
COURSE REQUIREMENTS
Attendance and Class participation: Class attendance and frequent interactive class participation is strongly encouraged. Students should read, prepare written notes, and be prepared to discuss the “cases in point” as well as the exercises. Each student is expected to actively function as discussant, listener, presenter, writer, and researcher. If class participation is poor, the instructor reserves the right to have a quiz. (10 points)
Oral presentations: - Meaningful group discussion provides an opportunity to not only express ideas but to think in terms of the dynamics of their expression and to develop a broader perspective of knowing. Many of us don’t really know what we are think until we hear ourselves say it aloud. Bottom line—it’s an excellent learning experience. A portion of every class will be devoted to student class led t presentations. It is important that your presentation focus on the main important aspects of your assigned reading(s) (the exercises at the end the chapter will be helpful to determine these) Do not include the “case in point” scenarios in your presentation; these will be discussed separately. You should wherever possible incorporate “real-world” correlations. Note: Do not schedule yourself for an oral presentation on the same day your group is doing a case reflection. If equipment arrangements can be made, presentations should be done in PowerPoint. Note: PPt. allows you to insert “notes” for each slide which will assist you in presenting your topic—why not use this feature. If computer equipment is not available, you should prepare overhead transparencies and an outline. In either case, you should email your completed presentation (Ppt. file or Microsoft Word) as an attachment to the instructor by Monday (noon) of the week you present. There will be a point reduction for late (or incomplete). submissions. Note: Any email attachments must be in PC (not Macintosh) platform.(30 pts) On the week you do your class led presentation, you do not have to submit written exercises or cases in point. (See Class Led Pres. Eval. Sheet attached)
Case Study Reflections: Students in groups of two or three will read one case from Guess/Farnham and facilitate a class discussion on the case. The group will turn in a 3-5 page reflection paper on their assigned case. The reflection paper is designed to give the group an opportunity to think about the key components within the case and the importance that the case serves as it relates to policy analysis. (35 pts.)
Other Written Assignments:
“A case in Point” and Assigned Exercises, etc: Students should prepare typed responses to “a case in point” and assigned exercises or analysis of public policy article for chapter. See attached schedule. All written assignments must be submitted in duplicate and typewritten. One copy should be submitted at the start of class, the second retained until the end of class (for your reference) and then turned in at the end of class. Note: keep your returned initialed copy until completion of the course. (20 pts.)
Late Assignments will not be accepted (unless prior arrangements have been made with the instructor). If the latter does occur, you may still be subject to a significant point reduction. Should an emergency arise, email your written assignment (to my email address on page 1) before the start of class to receive credit. Note: Any email attachments must be in PC (not Macintosh) platform.
Other Policies: When cell phones and beepers go off in class they are very distracting to others. Please turn off your cell phones and beepers during class time or if possible put them on vibration mode. Thank you.
Grading:
Chapter Written Exercises 20
Class Led Presentation 30
Guest Spkr Questions (or quiz pts.) 06
GroupCase Reflection 35
Class Participation/Attendance 09 (.60 class x 15 classes)
100
90-100 = A
80-89 = B
70-79 = C
60-69 = D