Cleveland State University
PSC 318, section 1
The Presidency and Congress
3 credit hours
Spring 2016
9:10-10:00 a.m. MWF
MC 306A
Instructor: David F. Ericson
Office Phone: 216-687-4513
Office Location: Rhodes Tower 1743
Office Hours: 11:10-12:00 MW; 9:50-10:30 TT; or by appointment
Email: d.ericson@csuohio.edu
Catalogue Description: Patterns of cooperation and conflict between the presidency and
Congress in the making of United States public policy, both foreign and domestic; examination
of issues of congressional revitalization and reform, and the dramatic growth in presidential
power.
Prerequisite: Must have at least sophomore standing to be eligible for this course.
Required Books
(1) David Mayhew, Congress--The Electoral Connection, 2nd ed. (New Haven: Yale University
Press, 2004).
(2) Richard E. Neustadt, Presidential Power and the Modern Presidents: The Politics of
Leadership from Roosevelt to Reagan (New York: Free Press, 1990).
(3) Eric Schickler, Disjointed Pluralism: Institutional Innovation and the Development of the US
Congress (Princeton, NJ: Princeton University Press, 2001).
(4) Stephen Skowronek, The Politics President Make: Leadership from John Adams to Bill
Clinton, rev. ed. (Cambridge. MA: Belknap Press of Harvard University Press, 1997).
[All these books can be purchased at the university bookstore.]
Class Requirements
(1) Class participation (15% of grade)
This class will be heavily oriented toward discussion of our readings. You will need to complete
reading assignments on time in order to contribute to discussion and, obviously, you cannot
contribute if you are not in class.
(2) Oral Report (10%) More details to follow.
(3) Term paper (25%)
The term paper will ask you further explore some topic related to the class readings. Topic must
be approved by the instructor. More details to follow.
(4) Midterm and final exam (25% each)
Both exams will consist of two to three essay questions that will test your understanding of the
class readings.
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Class Goals
(1) To learn more about how Congress and the presidency work, both from a historical and
contemporary perspective
(2) To learn general theories that try to explain why they work the way they do; i.e., in this class
we will not take a “just the facts” approach to the study of these two institutions
(3) To develop critical thinking and writing skills
Assessment
Your exam answers will be graded according to the following criteria. (The term paper will, in
addition, be graded on the quality and proper documentation of your sources.)
A = shows a superior understanding of the relevant material or materials; a superior
understanding is one that not only expertly explicates the meaning of the relevant material but
also one that artfully conveys its deeper implications and (where appropriate) presents insightful
connections between materials.
B = shows a good understanding; is deficient on one of the above dimensions
C = shows an adequate understanding; is deficient on two of the above dimensions
D = shows a poor understanding; is extremely deficient on one or more dimension
F = none of the above
Your class participation will be graded according to the following criteria.
A = regularly contribute to class discussion in a meaningful way
B = frequently contribute to class discussion in a meaningful way
C = occasionally contribute to class discussion in a meaningful way
D = rarely contribute to class discussion in a meaningful way
F = none of the above
Other Important Information
CLASSROOM POLICY: All students should follow the Viking Creed:
We, the Members of the Cleveland State University community, as active citizens in a living and
learning environment, bring to our campus a shared vision where "community" means.
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Sharing a clear vision of our common purpose
Treating all people fairly, justly and respectfully
Embracing and celebrating our diversity
Collaborating toward a common goal
Exhibiting caring and trust Involving students at all levels
Connecting Cleveland State University with our Greater Community
Embracing CSU as the metropolitan educational center of Cleveland
Learning in and out of the classroom
Celebrating ourselves through traditions
Taking responsibility to lead, to listen and to serve
Sharing power and influence
Committing to life-long learning and personal growth.
As members of the Cleveland State University community, we have an individual and a
shared responsibility to practice the Viking Community Creed in order to create a campus
of inclusion, respect, integrity and purpose.
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In addition to the above general standards, all students are expected to adhere to the following
policies:
No use of cellphones or texting in class.
No working on other course assignments.
No reading of outside material in class.
ACADEMIC STANDARDS: All university work should reflect a devotion to academic honesty.
As found in The Code of Student Conduct: “The Cleveland State University Academic
Community values honesty and integrity and holds its members to high standards of ethical
conduct. Academic dishonesty is, therefore, unacceptable, and students must be prepared to
accept the appropriate sanctions for any dishonest academic behavior as outlined in this policy
on academic misconduct.” Such conduct includes cheating, plagiarism, and tampering.
EDUCATIONAL ACCESS: Educational access is the provision of classroom accommodations,
auxiliary aids and services to ensure equal educational opportunities for all students regardless of
their disability. Any student who feels he/she may need an accommodation based on the impact
of a disability should contact the Office of Disability Services at 216-687-2015. The Office is
located in UC304. Accommodations need to be requested in advance.
WRITING CENTER: Writing is an important skill for all students, teachers and professionals of
every kind. As a student at Cleveland State University you will find that classes in every
discipline use writing to help students explore, create and communicate ideas. Student writing
can take many forms, from lab reports to research papers, group projects to journal entries.
The CSU Writing Center and WAC Program have two goals: hospitality and independence. We
strive to create a warm environment because we believe that writing requires many decisions that are
best made in a peaceful and welcoming environment. The other goal of independence refers to our
desire to teach students to use writing strategies for themselves. For the past several semesters, we
have seen over 900 students and given between 2,000-3,000 appointments. Our staff is comprised of
graduate students in literature or creative writing who enjoy working with students. We are located
on the first floor of the library behind the reference desk.
LIBRARY ASSISTANCE: Frances Mentch, Social and Behavioral Science Librarian, Michael
Schwartz Library, RT 110A; (216) 687-2365; f.mentch@csuohio.edu
You can schedule a research appointment with her using the “Ask Your Personal Librarian”
service: http://library.csuohio.edu/services/librarians.html
STARFISH: I encourage you to speak with me about any issues related to this course. My office
hours are posted in Starfish (accessible via CampusNet). You can visit this system 24/7 to check
on my times of availability and make an appointment. If those times do not work for you, please
email or speak to me after class about scheduling an appointment during another time.
Course Outline
all assignments should be completed by the date listed below unless I announce otherwise in class
Week 1
Jan. 22
Neustadt, preface to first and 1990 editions, chap. 1
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Week 2
Jan. 25
Neustadt, chap. 2
Jan. 27
Neustadt, chap. 3
Jan. 29
Neustadt, chaps. 4-5
Week 3
Feb. 1
Neustadt, chaps. 6-7
Feb. 3
Neustadt, chaps. 8-9
Feb. 5
Neustadt, chaps. 12
Week 4
Feb. 8
Mayhew, preface to the second edition, introduction
Feb. 10.
Mayhew, chap. 1 (pp. 13-45)
Feb. 12
Mayhew, chap. 1 (pp. 46-77)
Week 5
Feb. 15
No Class: President’s Day
Feb. 17
Mayhew, chap. 2 (pp. 81-125; up through footnote 91)
Feb. 19
Mayhew, chap. 2 (pp. 125-180)
Term Paper Topic Due
Week 6
Feb. 22
Schickler, chap. 1
Feb. 24
Schickler, chap. 2 (pp. 27-59)
Feb. 26
Schickler, chap. 2 (pp, 59-84)
Week 7
Feb. 29
Schickler, chap. 3 (pp. 85-109)
March 2
Schickler, chap. 3 (pp. 109-35)
March 4
Schickler, chap. 4 (pp. 136-63)
Week 8
March 7
Schickler, chap. 4 (pp. 163-88)
Take Home Midterm Handed out
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March 9
Schickler, chap. 5 (pp. 189-220)
March 11 Schickler, chap. 5 (pp. 220-48)
Take Home Midterm Due
Spring Break
Week 9
March 14
No assignment
March 16
Schickler, chapter 6, epilogue
March 18 Justin Grimmer, “Appropriators not Position Takers: The Distorting Effects of
Electoral Incentives on Congressional Representation,” American Journal of Political Science
57, 3 (July 2013): 624-42 [posted on blackboard]
Week 10
March 28 Skowronek, preface; chap. 1
March 30 Skowronek, chap. 2
April 1
Skowronek, chap. 3
Week 11
April 4
Skowronek, chap. 4 (pp. 62-85; Jefferson)
April 6
Skowronek, chap. 4 (pp. 86-109; Monroe)
April 8
Week 12
April 11
Skowronek, chap. 4 (110-27; JQ Adams)
April 13
Skowronek, chap. 5 (pp. 155-76; Polk)
April 15
Skowronek, chap. 5 (pp. 177-96; Pierce)
Week 13
April 18
Skowronek, chap. 6 (pp. 197-227; Lincoln)
April 20
Skowronek, chap. 6 (pp. 228-59; TR)
April 22
Skowronek, chap. 6 (pp. 260-85; Hoover)
Skowronek, chap. 5 (pp. 129-54; Jackson)
Week 14
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April 25
Skowronek, chap. 7 (pp. 287-324; FDR)
April 27
Skowronek, chap. 7 (pp. 325-60; LBJ)
April 29
Skowronek, chap. 7 (pp. 361-406; Carter)
Week 15
May 2
Skowronek, chap. 8 (Reagan; Bush I)
May 4
Skowronek, afterword (Clinton)
May 6
Stephen Skowronek, “Is Transformative Leadership Still Possible? Barack Obama in
Historical Perspective,” in Presidential Leadership in Political Time: Reprise and Reappraisal,
2nd. ed. (Lawrence: University Press of Kansas, 2011), 167-94 [posted on blackboard]
Term Paper Due; Take Home Final Handed out
May 13
Take Home Final Due; 8-10 A.M.
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