POLS 302: Introduction to Public Policy
Spring 2016
MWF 1-1:50, Morgan 314
PROFESSOR: DR. CASEY LAFRANCE
Office: Morgan 424
Office Hours: 12-1 MWF, 2-3 Thursday, and by appointment
PHONE: 309-298-1465
CELL 706-455-1023 (Noon-11PM)
Fax: 309-298-1857 E-MAIL: tc-lafrance@wiu.edu (24 Hours)
Course Description:
Welcome! Despite the popular perception that the policy process is akin to that of making sausage, this
course will, indeed, force us all to look at how policy is made and implemented. In doing so, we will identify
relevant actors, groups, and contextual factors that shape American public policy, especially at the federal level. We
will attempt to bridge the gap between theory and practice by: (a) exploring the seminal writings of policy theorists
and analysts, on the one hand, and (b) working in small groups to deal with actual policy problems. In addition, we
will discuss basic methods of policy analysis, program evaluation, and decision-making. Finally, we will pay
careful attention to the roles of rhetoric and argumentation that help us to debate public policy.
Course Objectives:
To become familiar with general theories of the policy process
To learn and understand the importance of key actors, groups, political climates, and other sources of
influence in this process
To comprehend and consider normative policy imperatives, some of which we will heartily agree with and
others of which we will vehemently despise
To acquire a rudimentary knowledge of the techniques involved in policy analysis
To work independently, and with group members, in fulfilling the aforementioned objectives
To create and maintain an open setting for crucial debates on a myriad of policy arenas
To have fun and to learn from one another!
Core Competencies this Course will Address:
Through the writing assignments, you will develop your abilities to write in a few different ways. First, you will
learn to communicate succinctly in the limited space of a policy memo. Second, you will learn to fully flesh
arguments out through the course term paper.
Through our course discussions, you should develop your oral communication skills and your appreciation for other
perspectives.
Through the readings and exams, you should develop your ability to think critically.
My commitment: I will be 100% available for any questions, comments, concerns, or suggestions that you
wish to proffer. You may call, e-mail, visit my office, or leave an anonymous note with the department’s office
manager at any point during the semester. I promise that I will do all I can to answer your questions and
consider your suggestions to improve the course. This course is for YOU, so take advantage of these
opportunities!
Your commitment: To attend each course session unless a major catastrophe prevents you from doing so; To
come prepared to ask questions, To READ offer insightful comments, and listen to your classmates. To offer
the highest quality versions of your own original work for performance evaluation (grading). The nature of
this course is such that it will be virtually impossible to pass, much less excel, if you do not complete the
assigned readings.
Academic Integrity: Please refer to you undergraduate or graduate handbook for WIU’s policy on Academic
Integrity (for Plagiarism and other forms of cheating). It is impossible to learn from one another if any of us recycle
the ideas of others. Please turn in your own original work, use quotation marks “ “ when quoting a source, and use
a recognized citation style (preferably APA). Please do not speak to one another during the course of an exam. If I
suspect that you may be cheating, I will contact the University Judicial Office or take other necessary measures. If
your actions are judged as academically dishonest, you will receive an automatic zero on the assignment and may
receive a grade of F in the course.
Accommodation For Students With Disabilities:
"In accordance with University policy and the Americans with Disabilities Act (ADA), academic accommodations
may be made for any student who notifies the instructor of the need for an accommodation. For the instructor to
provide the proper accommodation(s) you must obtain documentation of the need for an accommodation through
Disability Support Services and provide it to the instructor. It is imperative that you take the initiative to bring such
needs to the instructor's attention, as he/she is not legally permitted to inquire about such particular needs of
students. Students who may require special assistance in emergency evacuations (i.e. fire, tornado, etc.) should
contact the instructor as to the most appropriate procedures to follow in such an emergency. Contact Disability
Support Services at 298-2512 for additional services."
Please feel free to discuss any disability issues with me in private, and I will make reasonable
accommodations to ensure that you may fully participate in every aspect of this course. Please don’t hesitate
to inform me of any needs you have. If I don’t know, I won’t be able to help you.
Decorum/Expectations of Proper Conduct:
Be civil and treat one another as you would like to be treated. You might learn something from someone who has a
different perspective or opinion. Don't be afraid to listen with an open mind.
Assignments and Grading
Quizzes and Class Participation: 15%
There will be multiple quizzes during the course of the semester. If you read and come to class, you’ll have no
trouble with these. These quizzes constitute a significant portion of your grade, so ensure that you are present for
each course session. Make up quizzes will rarely, if ever, be given.
Midterm and Final Exam: 35% each= 70% total
Specifics on each exam will be provided prior to the administration of the exam. We will devote a substantial
portion of course time to reviewing for the midterm and final. Make up exams will rarely, if ever, be given.
Gun Control (or other policy) Policy Memo: 5%
For this assignment, you will write a 2-3 page memo on some aspect of gun control. You may write in support or
opposition of concealed handgun carry, magazine capacity limits, ammunition sales restrictions, universal gun
training, revising the background check process, etc. If you'd like to choose another policy issue, just make sure to
run it by me first and I'll likely give you a green light. Use the “How to write a policy memo” lecture as your
starting point. More detailed instructions will be provided as the semester progresses.
Presidential Candidate Policy Summary and Comparison 10%
For this assignment, you will select a declared presidential candidate from any political party. You will first provide
a brief biographical summary of the candidate. Next, you will choose at least 3 policy issues and explore the
candidate's issue positions and rhetoric over time. Why does the candidate take the positions he/she has taken?
Have his/her views changed over time? What are some rhetorical tools the candidate has used to justify or “sell”
his/her position? How do your chosen candidate's views on these issues compare to other candidates from his/her
own party and other parties? From which interest groups, bureaucrats, media officials, and others will your
candidate seek advice or endorsement? Tie in course readings and discussions to speculate about your candidate's
viability for winning the primary and/or general election. 5-7 pages TNR 12pt double-spaced; Any citation form is
fine, as long as it is consistent throughout.
Tips for Written Assignments
Please be clear in expressing your ideas. I do not accept “ipse dixit” arguments as justifications for theses.
Whether you are using relevant literature in the field of PA and/or personal interview citations, please
support your statements! Also, significant spelling/grammatical errors that make your paper difficult to
understand will result in point deductions. Print your paper and read it aloud to yourself or someone else
before turning it in. In order to avoid these deductions, please PROOFREAD and spell-check your
assignments before turning them in. For assistance with written assignments, WIU invites you to take
advantage of the Writing Center. To make an appointment with a faculty/staff officer at the center,
visit: www.wiu.edu/UWC/
Required Texts
Required book: INTRO.TO POLICY PROCESS
Edition: 3RD 10 Publisher: SHARPE
Author: BIRKLAND
ISBN: 9780765625328
WIU Bookstore: http://bookstore.wiu.edu
Required book: CLASSICS OF PUBLIC POLICY
Edition: 05 Publisher: PEARSON
Author: SHAFRITZ
ISBN: 9780321089892
Course Schedule: Please Note that the scheduled contained in this syllabus is subject to change and/or
revision at the discretion of the instructor. Please come to class so that you may keep up with the activities of
this course.
Additional reading assignments (e.g., Journal Articles, etc.) will be announced as the course progresses.
Please make sure that you complete ALL readings before the class session in which they will be discussed. All
Articles Listed on this Syllabus are available in assigned texts, on J-Stor, or On-line.
Birkland, Chapters 1-3
Meet and Greet; Course Description;
Week 1:
Defining Public Policy
01/20, 01/22
Introduction to Debating Public Policy
Week 2:
01/25, 01/27, 01/29
Read:
Classics of Public Policy, Chapter 1
Policy as Science, Art, and System
Birkland, Chapter 10
Week 3
02/01, 02/03, 02/05
Read:
Classics, Chapter 10
http://articles.latimes.com/2012/apr/15/ Rhetoric and Policy
entertainment/la-ca-neal-gabler20120415
http://www.rswarren.com/library/the_i
mage_pseudoevents_review/
Boorstin: “From Hero to Celebrity”
http://www.msubillings.edu/commfacul
ty/weiss/492%20stuff/boorstin%20ch2i
mage.pdf
http://www.thedailybeast.com/newswee
k/2009/12/11/the-greatest-show-onearth.html
Clips from Presidential Campaign
Announcements and Debates (in class)
Week 4
02/08, 02/10
Birkland, Chapter 6
Pluralism vs Elitism; Institutionalism;
Historical Institutionalism
Classics, Chapter 3
No Class 2/12 (Lincoln's Birthday)
Skocpol, T. (1995). Why I am an
historical institutionalist. Polity, 103106.
Historical Institutional Analysis
Exercise
Week 5
02/15, 02/17, 02/19
Birkland Chapter 6
Agenda Setting and Policy Leadership
Classics, Chapter 4
Textual Analysis Exercise
Week 6
02/22, 02/24, 02/26
Birkland, Chapters 7 & 8
Types of Policy and Decisionmaking
Classics, Chapter 2
Interview with Michael Lipsky about
“Street Level Bureaucrats”
http://www.youtube.com/watch?v=ZX1
IivgPspA
Decision Game
Week 7
02/29, 03/02, 03/04
Classics, Chapter 6 and 7
Legislative and Executive Roles in
Policy
The EOP: An Historical Overview
The Judiciary
http://assets.opencrs.com/rpts/98606_20061128.pdf
http://themonkeycage.org/blog/2012/01
/10/the-president-needs-help-happybirthday-brownlow-report/
Review Birkland, Chapter 4
Classics, Chapter 8
The Attitudinal Model
http://legaltheorylexicon.blogspot.com/
2005/06/legal-theory-lexicon-045attitudinal.html
Spiller & Gely, Strategic Judicial
Decisionmaking
http://cid.bcrp.gob.pe/biblio/Papers/NB
ER/2007/agosto/w13321.pdf
Week 8
03/07, 03/09, 03/11
Come Prepared with Questions!
Midterm Review, Midterm Exam
03/11
Draft Policy Memo Outlines in Class
Gun Control, Policy Analysis and
Writing a Policy Memo
Week 9 Spring Break! No Class
03/14, 03/16, 03/18
Week 10
03/21, 03/23, 03/25
http://www.cnn.com/2016/01/05/politic
s/obama-executive-action-gun-control/
http://www.columbia.edu/itc/hs/pubhea
lth/isett/Session%2002/more%20memo
%20writing.pdf
http://www.bloomberg.com/news/201301-01/debunking-nine-myths-of-thegun-control-debate.html
http://www.bloomberg.com/news/201212-28/harder-than-gun-control-peoplecontrol.html
http://www.forbes.com/sites/harrybins
wanger/2013/01/01/with-gun-controlcost-benefit-analysis-is-amoral/
http://www.justfacts.com/guncontrol.as
p#general
http://www.bradycampaign.org/stategu
nlaws/scorecard/
http://www.boulderweekly.com/article4191-stopping-massacres-what-wontwork-and-what-will.html
http://reason.com/archives/2011/01/13/
why-gun-control-still-wont-wor
http://www.motherjones.com/mojo/201
5/08/pew-gun-study
http://www.pbs.org/wgbh/pages/frontli
ne/gunned-down/
Week 11
03/28, 03/30, 04/01
Hardin, Tragedy of the Commons
http://www.cs.wright.edu/~swang/cs40
9/Hardin.pdf
Basic Guide to Program Evaluation
http://managementhelp.org/evaluation/p
rogram-evaluation-guide.htm
Challenges of Implementation and
Program Evaluation
Policy Memo Due on April 1
WesternOnline Discussion Board by
Classtime
Matland, Ambiguity Conflict Model of
Implementation
http://orion.luc.edu/~rmatlan/pdf/1995S
ynthesizingtheImplementationLiteratur
e.pdf
Birkland, Chapter 9
Classics, Chapter 11
Policy Memo Due Friday at Class
Time
Week 12
04/04, 04/06, 04/08
Reforming Public Pensions?
Analysis of National Debt and State
Economic Policy
Debt
Classics, Chapter 5
Explanation of Illinois Pension
Problems
https://www.khanacademy.org/humaniti
es/american-civics/v/illinois-pensionobligations
May 2015 IL Supreme Court Ruling
http://www.chicagotribune.com/news/lo
cal/politics/ct-illinois-pension-lawcourt-ruling-20150508-story.html
ReBoot Illinois: 14 Things You Should
Know about Gov Rauner's Pension
Reform
http://www.rebootillinois.com/2015/07/
09/editors-picks/kevinhoffmanrebootillinois-com/raunersnew-illinois-pension-reform-bill-hitsmore-than-just-pensions/40646/
Illinois: A Long History of
Underfunded Pensions
http://www.chicagomag.com/Chicago
-Magazine/The-312/December-20121/Illinois-A-Long-History-ofUnderfunded-Pensions/
Illinois State Budget Crisis in our
Current Fiscal Year:
http://www.rebootillinois.com/2015/0
8/09/editors-picks/richmiller/inillinois-budget-crisis-never-mindwinning-try-governing/43334/
http://www.huffingtonpost.com/matt
hew-dietrich/with-no-state-budgetilli_b_7999062.html
http://www.bnd.com/news/state/illino
is/article31247681.html
Week 13
http://www.npr.org/sections/ed/2015/08 Education Policy
/13/430050765/five-big-ideas-that-don-
04/11, 04/13, 04/15
t-work-in-education
Immigration Policy
http://www.adl.org/vouchers/vouchers_
main.asp
http://www.renewamerica.com/columns
/huston/050406
Documentary: Stupid In America
In Class Exercise: What Students Wish
they could ask or tell their professors.
http://www.whitehouse.gov/issues/imm
igration
http://www.washingtonpost.com/blogs/
wonkblog/wp/2013/08/10/everythingyou-know-about-immigration-is-wrong/
http://immigration.procon.org/view.reso
urce.php?resourceID=000842
http://abcnews.go.com/Politics/donaldtrump-unveils-immigration-plan-callsend-birthright/story?id=33114832
Week 14
04/18, 04/20, 04/22
In Class: “Take Care, Mr. Elson”
http://www.nytimes.com/video/us/1000
00003738139/health-insurance-afteraca.html
A Brief History of Government and
Healthcare in the U.S.
http://www.cnn.com/2009/HEALTH/08
/04/timeline.healthcare/
How did America end up with this
Healthcare System?
http://www.postgazette.com/healthypgh/2014/04/27/VI
TALS-How-did-U-S-employer-basedhealth-care-history-become-what-it-istoday/stories/201404150167
Historical Highlights from Health and
Human Services
http://www.hhs.gov/about/historicalhighlights/index.html
HealthCare Policy and Class Debate on
Medical Marijuana (4/20)
Week 15
04/25, 04/27, 04/29
Come prepared with drafts, outlines,
Informal Paper Presentations
and other work you have completed on
your paper. We will informally discuss Papers Due 12/4 at class time (post on
the common links and findings you
WO discussion board)
have each encountered and troubleshoot
any struggles you have encountered
along the way.
Week 17
05/02, 05/04, 05/06
Final Exam Review
Final Exam Weds, 05/11 at 1pm
GOOD LUCK