The Policy Process and Democracy

The Policy Process and Democracy PAD 5005/Summer 2013 (Intensive)

School of Public Affairs University of Colorado at Denver

Instructor: Dr. Malcolm Goggin Email: [email protected] Telephone: 303-315-2132 (office); 719-207-2751 (cell) Office Hours: By Appointment

TA: Sean McCandless Email: [email protected]

Course Overview and Objectives

The course offers an interdisciplinary approach to understanding the process by which public policy is created and implemented at all levels of government in U.S. society. The lectures present a six-stage model of that process involving policy initiation, estimation, selection, implementation, evaluation, and termination. Democracy as a political system and market capitalism as an economic system are emphasized, although other systems might be included in the discussions. The emphasis is on process rather than substantive policy issues. The class prepares students to recognize, understand, and work with that process in their future work. The texts used in this course include some of the classics in the field, but case studies will also be used to help students understand how the theoretical concepts relate to ‘real world’ public policies.

Students who complete this course successfully will be able to:  Understand how the policy process works in a democracy  Work on real world problems in the context of the process and politics  Analyze legislative policies and alternatives  Understand the barriers to successful implementation and how to overcome them  Prepare an in-depth Review a Segment of the Policy Literature for Academics and Practitioners  Think critically and engage in intelligent discussion of contemporary policy issues

Required Readings:

Amy Gutmann and Dennis Thompson, Why Deliberative Democracy?

Diana B. Dutton, with contributions by Thomas A. Preston and Nancy E. Pfund, Worse than the Disease: Pitfalls of Medical Progress

Toddi A. Steelman, Implementing Innovation: Fostering Enduring Change in Environmental and Natural Resource Governance 1 The Policy Process and Democracy (Summer 2013)

Each of these books should be read in its entirety. We will also use journal articles and links to news stories. These resources will be available on e-reserves through the Auraria Library (http://docuserv.auraria.edu).

Assignments

The expectations for this course include active class participation, a policy analysis memo, a literature review, and a final exam or term paper.

Detailed instructions on each of these assignments, including format, due dates, and subject will be given in class.

Class Participation: As with any graduate level course, you are expected to come to class having read the assigned material and prepared to discuss the concepts and theories in that material. You are also expected to attend class (see attendance policy below). Your participation in discussions and group work will be evaluated by the instructor at the end of each of three weekends.

Literature Review: You will be asked to write a comprehensive review of a portion of the policy literature in order to understand how to develop a review that meets professional and academic standards. Please view the “How to Write a Lit Review” videos posted on Blackboard. Also, feel free to schedule a meeting with the teaching assistant (Sean McCandless) to learn more about this assignment.

Policy Analysis Memo: You will be expected to select a legislative policy in the Colorado General Assembly from 2011-2012, or a local policy, or a national policy and conduct a policy analysis of the proposed legislation and alternatives to that legislation. Your analysis will be presented in a policy memo format.

Final Exam: A comprehensive final exam will be given in an in-class three-hour essay exam.

Assignment % Final Grade Class Participation 10% Literature Review 30% Policy Analysis Memo 25% Final Exam 35%

TOTAL 100%

Course Outline

This class is lecture/discussion format, which means that weekly lectures covering the tentative topics listed in the Course Schedule in this syllabus will be given, followed by a previously assigned topic for class discussion. You will also be expected to participate in group work, case

2 The Policy Process and Democracy (Summer 2013) study discussions, and workshops. The readings listed in this syllabus are the readings that you should have done prior to the class meeting for which they are listed.

COURSE SCHEDULE

Weekend I. The Policy Process in a Democratic Republic (June 14-15)

June 14, 4-8 pm: Course Introduction and Overview of Democracy and the Policy Process

Reading Assignment: Find on the internet details of how to solve the current U.S. budget crisis

Workshop: In the spring of 2011, Congress almost shut down the government. http://www.whitehouse.gov/blog/2011/04/09/weekly-address-president-obama-budget- compromise-avoid-government-shutdown and

http://www.whitehouse.gov/the-press-office/2011/04/08/remarks-president-budget

During that same period, Congressman Paul Ryan, a Republican in the U.S. Congress, and President Obama each proposed a long-term solution to budget problems in the United States. Each had a different view of the nature of the problem, how the nation got there, and how to fix the problem of the growing federal deficit. Come to class prepared to discuss the pros and cons of the policy making process in 2011 Washington and these proposed solutions with an emphasis on the implications for democracy and public policy.

All students should be prepared to discuss the lessons learned about policy making in Washington from the budget compromise. In addition, students whose last name begin with a letter between A and M should converse among themselves via email between the first day of the semester (August 20) and September 21 and plan a brief Power Point presentation of the Ryan plan (http://www.roadmap.republicans.budget.house.gov/) and students whose last name begins with a letter between M and Z should converse among themselves and plan a brief presentation of the Obama plan. Email addresses will be distributed and a group leader will be assigned before the first day of class.

June 15, 8-12 am: Deliberative Democracy and its Alternatives

3 The Policy Process and Democracy (Summer 2013) Read: Amy Gutmann and Dennis Thompson, Why Deliberative Democracy? in its entirety in advance of September 22 class meeting

Workshop: Come prepared to discuss in class the central questions and most significant findings and of the Guttmann and Thompson book.

June 15, 1-5 pm: The Policy Literature

Seminar Discussion: Policy Theories and Practice

Group Project: How to prepare a comprehensive literature review

Weekend II. Policy Estimation and Selection (June 28-29)

June 28, 4-8 pm: Estimation

Assignment: Prior to class, read three or more of the following articles:

http://www.denverpost.com/search/ci_5081255 http://www.denverpost.com/news/ci_4119484 http://www.chieftain.com/metro/1186898446/2 http://www.rockymountainnews.com/drmn/local/article/0,1299,DRMN_15_4812797,00. html http://www.nytimes.com/2007/09/04/us/04cnd-export.html? _r=2&hp&oref=slogin&oref=slogin

http://www.nytimes.com/2007/09/04/us/04cnd-export.html? _r=2&hp&oref=slogin&oref=slogin

http://www.nytimes.com/packages/html/us/20070903_EXPORT_FEATURE/index.html

http://www.DefendColoradoNow.org

http://www.defendcoloradonow.org/info/about.html.

Case Study: After reading one or more of the above, and any other sources to help you understand the policy issue, come to class prepared to discuss the following question: Was enacting this legislation an effective use of taxpayer funds? What have been the costs and what have been the benefits of Immigration Reform in Colorado? And, based on the empirical evidence of the law’s effectiveness, where should we go from here? Should we follow the path of Arizona, for example?

June 29, 8-12 am: Policy Formulation and Adoption

Read: Diana Dutton et al. Worse than the Disease in its entirety

4 The Policy Process and Democracy (Summer 2013) Policy Analysis Memo Workshop: Using the library to research how Colorado and U.S. Policies are made

Literature Review Assignment due in class on June ****

June 29, 1-5 pm: The Role of the Public in Policy Formulation and Adoption

Read: Diana Dutton et al. Worse than the Disease in its entirety

Workshop: Based on your reading of Worse than the Disease, as well as your reading of a related article by your esteemed professor to be handed out in class on September 22, How should decisions about controversial scientific and technological issues like rDNA research, stem cell research, and human cloning be made?

Weekend 3: Policy Implementation and Termination (July 12-13)

July 12, 4-8 pm : Policy and Politics in the Colorado Legislature: Tracing the Policy and Political process in Colorado: A Case Study

Guest Lecturer: To be announced

Policy Memo Due in class

July 13, 9-12 am: Implementing and Terminating Public Policy

Read: Toddi A. Steelman, Implementing Innovation: Fostering Enduring Change in Environmental and Natural Resource Governance in its entirety.

Workshop: Barriers to implementation success and how to overcome them

Reading: Bring the issue of intelligent design in Kansas up to date and come to class prepared to discuss the following question:

In a 2005 article in the New York Times Jodi Wolgoren reported that two groups – the National Academy of Sciences and the National Science Teachers Association – opposed the implementation of controversial new standards for science teaching and testing in the Kansas public schools. The new standards “single out evolution as a controversial theory and change the definition of science itself.” The Kansas Board of Education, which was controlled by those who think intelligent design should be taught along side evolution, voted 6-4 for the new standards earlier. The questions for discussion are: first, based on your own independent research before class, what has happened in Kansas around this issue since 2005? Second, given the circumstances surrounding the selection of this policy, and the conditions on the ground, what are the obstacles to implementation, how could school administrators and teachers charged with implementing these standards overcome these impediments, and what is your prediction about what is likely to happen in Kansas and other states?

July 13, 1:30-4:30 pm: Closed book Final Exam to be Taken In Class

5 The Policy Process and Democracy (Summer 2013) Course Policies This class should be a venue where students can discuss and present ideas and receive constructive feedback. To that end, it is vital that students participate in thoughtful dialogue and discourse and respect a diversity of opinions and experiences. Attendance: I understand that there may be times when you need to miss class for a business trip, illness, or emergency. You do not need to contact me for these reasons, but if you miss more than 1/2/ day of class for other than documented medical reasons (one morning or afternoon over the course of the semester), you will be urged to drop the course or will receive a C in the course (which will require you to retake the course since it is a core requirement). If you miss class, it is your responsibility to get the notes and understand the course material. Late Work: Late work will be penalized one half of a letter grade per day it is late (for example, your 90% assignment would become an 85%). If you cannot turn in an assignment by the deadline posted, you must notify the instructor prior to the deadline. Excuses for late work will be accepted at the discretion of the instructor and only prior to the assignment deadline. Course Communication: Changes to the syllabus and details regarding assignments will be made by the TA (Sean) in class and occasionally by email. It is your responsibility to provide and maintain a current email account and check it regularly for course updates. This course will also use the Blackboard system and you are expected to check this site for any handouts for the weekly class meetings prior to class each week. Please communicate with Sean first regarding questions on class procedures, assignments, and so forth. Students with Disabilities: If you need special accommodations for a disability, please notify me and we will work to ensure that you are provided with the accommodations that you need, based on University policies. Writing Standards. Student papers and examination should evidence familiarity and critical appreciation of both required readings, lectures, workshops, case studies, and class discussion. Written work must reflect independent thought and be well-written and logically persuasive, in addition to being well-informed. All papers must meet academic and professional standards for form and substance. Note: plagiarism represents grounds for a failing grade in the class; see the University of Colorado Honor Code below for details. All exams and papers must be submitted in class and on time. Academic Honesty: You are responsible for adhering to the Student Code of Conduct for the University of Colorado at Denver. If you have any questions regarding plagiarism and attribution of work, please see the University policy or ask your instructor. All work for this course is expected to be fully cited in accordance with guidelines given with each assignment.

6 The Policy Process and Democracy (Summer 2013) Academic Honor Code – From the University of Colorado Denver Course Catalog, 2007- 2008* A university’s reputation is built on a standing tradition of excellence and scholastic integrity. As members of the University of Colorado at Denver and Health Sciences Center academic community, faculty and students accept the responsibility to maintain the highest standards of intellectual honesty and ethical conduct in completing all forms of academic work at the university.

Forms of Academic Dishonesty Students are expected to know, understand, and comply with the ethical standards of the university. . . . Academic dishonesty is defined as a student’s use of unauthorized assistance with intent to deceive an instructor or other such person who may be assigned to evaluate the student’s work in meeting course and degree requirements. Examples of academic dishonesty include, but are not limited to, the following:  Plagiarism – Plagiarism is the use of another person’s distinctive ideas or words without acknowledgement. . . . .  Cheating – Cheating involves the possession, communication, or use of information, materials, notes, study aids, or other devices not authorized by the instructor in any academic exercise, or communication with another person during such an exercise. . . . .  Fabrication and Falsification – Fabrication involves inventing or counterfeiting information, i.e., creating results not obtained in a study or laboratory experiment. Falsification, on the other hand, involves the deliberate alteration or changing of results to suit one’s needs in an experiment or other academic exercise.  Multiple Submission – This is the submission of academic work for which academic credit has already been earned, when such submission is made without instructor authorization.  Misuse of Academic Materials – The misuse of academic materials includes but is not limited to the following: . stealing or destroying library or reference materials or computer programs . stealing or destroying another student’s notes or materials or having such materials in one’s possession without the owner’s permission . receiving assistance in locating or using sources of information in an assignment when such assistance has been forbidden by the instructor . illegitimate possession, disposition or use of examinations or answer keys to examinations . unauthorized alteration, forgery or falsification of academic records . unauthorized sale or purchase of examinations, papers or assignment  Complicity in Academic Dishonesty – Complicity involves knowingly contributing to another’s acts of academic dishonesty. *From the University of Colorado at Denver and Health Sciences Center Undergraduate and Graduate 2007-2008 Catalog, p. 47. Grading: To earn an A in this course, you must complete superior work in all aspects of course material. To earn a B, your work must be deemed above average. Students who receive a C will be those whose work is considered average. Assignments and expectations for this course will be rigorous and you will be expected to complete work based on these expectations. Below is the grading scale that will be used in this course.

7 The Policy Process and Democracy (Summer 2013) Grading Scale % A 95-100 A- 90-94 B+ 87-89 B 83-86 B- 80-82 C+ 77-79 C 73-76 C- 70-72 D 60-69 F < 59

I hope you enjoy this course, and I look forward to working with you!

ABOUT THE PROFESSOR: Professor Malcolm Goggin is a Clinical Professor at the University of Colorado Denver and a Senior Research Fellow in the Buechner Institute for Governance. He earned his doctorate in political science in 1981 from Stanford University and has taught in the Stanford University political science department and the department of family, community and preventive medicine at the Stanford University Medical School. He was also a tenured professor in the department of political science at the University of Houston’s Central Campus and taught public policy and administration in the MPA and Ph.D. programs there and at Michigan State University. He is the author or editor of five books and scores of articles and monographs. Dr. Goggin has been a Fulbright Scholar (University of Strathclyde in Glasgow, Scotland), a Guest Scholar at the Brookings Institution, and a Senior Fellow at the Nelson A. Rockefeller Institute of Government at SUNY, Albany. He has been teaching graduate courses at the University of Colorado Graduate School of Public Affairs since 2005.

8 The Policy Process and Democracy (Summer 2013)