PS 4995: DOES US PUBLIC POLICY WORK?
Professor David J. Webber
205 Professional Building
882-7931
E-mail: WebberD@Missouri.edu
Website: www.missouri.edu/~polidjw
Fall 2005
Office Hours: T, W: 1:00-2:00
and by appointment.
This is a senior capstone examining the effectiveness of American public policy. It
is intended for students who have a good knowledge of American government and the
decisions it makes. Students who have not had courses such as Public Policy, State
Government or a course on American political institutions will have some catching up to
do. For a quick review of education, social security, and some other policies, take a look at
the policy links I have on my website.
The theme of this capstone is "Does U.S Public Policy Work?" A more classic and
formal course title would be: "An Inquiry Into the Extent to Which Public Policies
Adopted by United States Governments Are Effective and an Examination of Conditions
Surrounding Such Effectiveness, or lack thereof."
A senior capstone is intended to be a "culminating experience that pulls together
students' undergraduate education." Students are encouraged to rely on, and share,
knowledge, skills, and information gained in other classes.
Because of the reflective nature of the “senior capstone," I propose that we spend
about 15 percent of class time re-examining the purposes of college education and the
political science major.
I offered this capstone three previous times with good results. We will read two
books I used before, and three new books. Every semester is different, in part, because the
policies you select will be different. Sadly, one change I need to make is to restore the
mandatory attendance requirement: upon missing a fifth class, you will be dropped
from this course.
REQUIRED BOOKS
Bok, Derek, THE TROUBLE WITH GOVERNMENT, Harvard University Press,
2001.
Ehrenreich, Barbara NICKEL AND DIMED:OWL Books. 2001.
Hibbing, John R. and Elizabeth Theiss-Moore. STEALTH DEMOCRACY:
AMERICANS’ BELIEFS ABOUT HOW GOVERNMENT SHOULD WORK,
2002, New York: Cambridge University Press.
McKibben, Bill. ENOUGH: Staying Human in an Engineered Age, 2003. Owl
Books
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Nye, Jr. Joseph N. THE PARADOX OF AMERICAN POWER, Oxford University
Press, 2002.
A NOTE ABOUT CLASS PROCEDURE
I advocate active learning. I believe people learn best when they are motivated,
interested in the material, and actively interact with other people interested in the same
subject. Reading, thinking, discussing, and writing are the principal activities of learning.
I spent 1992-93 and 1995 on leave working in the U.S. Congress where I have
learned a great deal about the use of policy analysis in Congress, and how to be an
effective staffer. While I will minimize tales of "how I spent my time in D.C.," my
experiences will improve this course. My experience has made me more aware of the
shortcomings in the academic training of legislative staffers and the necessity to get
students (future staffers and policy-makers!) more involved in interactive, group-based
problem-solving activity.
My preferred teaching method is best described as the “policy task force model.”
The students would all be interested, active citizens like those serving on gubernatorial
commissions, school boards, legislative study committees, and I would be the executive
director. You would do the directing and thinking, and I would provide some practical
guidance and handle the organizational details. I’ve tried this five times before, and four
times were smashing successes—due more to the students than to me.
We won’t be able to truly use the policy task force model, but I am committed to
following the basic principles of active, interactive, purposive involvement of all students.
Therefore, students must share copies of some of their papers, react to ideas of other
students, and active discuss class concepts and ideas with one another.
For the major assignment, the policy analysis, students will be encouraged to work
in task forces and must make policy recommendations about a policy issue at the end of
the term. It is possible, that in place of a final exam, these task force recommendations can
be presented to a panel of policy-makers and others interested in Missouri policy issues.
There are three non-traditional responsibilities of this course:
1. Provide copies of several written assignments for everyone in the class. This will
be about 10 pages for 25 students.
2. Use the class Blackboard to contribute to class discussion and decision-making.
3. Participate actively in class discussions, decisions, and small groups.
Given that this is a senior-year course, maximum effort from all involved is
expected. Late papers are penalized and missed exams are seldom deemed to be worthy of
a makeup. If a paper or exam is not completed it will be awarded a "0" and the final grade
will be computed according to the scale above. It is very unlikely (Probability approaches
zero) that an "incomplete" would be given in this course.
READING SCHEDULE
1. Start Bok tonight. It is a long book with lots of fascinating facts here-and-there.
2. By the end of October we will have read, and discussed, the three short “policy
relevant” books (Ehrenreich, McKibben, Nye).
3. By mid-November we will have read and discussed Hibbing and Theiss-Moore.
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Writing Assignments
1. Academic Autobiography
100 points
Write a 7-10 page essay describing the influences and activities affecting you as a
political science student, a description of your political science knowledge, and a
projection of how you intend to use that knowledge over the next 50 years or so.
Your essay should have two appendices-- a course listing of all political science
(and other significant) courses and a systems model or other diagram depicting the inputs
and outputs of your MU political science education. This is due September 8. Although I
usually require students to exchange copies of their papers, I will treat this essay as
personal and confidential.
2. Review and Reaction to Bok 50 points
Write about a five-page review and reaction to THE TROUBLE WITH
GOVERNMENT that reaches a conclusion about the causes of government
ineffectiveness. Copies must be distributed to all class members. Due September 20.
3. Compare and Contrast Two Books. 50 points
Write a 3-4 page review of two of the three policy-relevant books (Ehrenreich,
McKibben, or Nye) stressing the implications of the authors’ argument for U.S. policymaking. Due about Oct 20. Copies must be distributed to all class members.
4. Essay “What kind of Government Do Americans Want?” 50 points
After reading STEALTH DEMOCRACY, and rethinking each of the other four books
assigned in this course, write a five-page essay describing the kind of government you
believe Americans want. Due in early November.
5. Policy memo 150 points
Analyze a policy problem of your choice. The analysis should be suitable for
submission to a Missouri legislative or Congressional staffer. The paper must:
1. Be about 12 pages long
2. Describe the policy issue
3. Analyze and evaluate the success of the public policy
4. Propose a solution; and
5. Be accompanied by a 1 page summary suitable for a busy policy-maker..
This policy memo is due Thursday, November 17.
6. FINAL EXAM or Poster Session (100 points).
By October 15, the class needs to decide if it prefers to have a traditional final
exam at the official scheduled time (Monday, December 12 at 10:30) or display its “Policy
Memo” as a poster (sorta like the 8th grade Science Fair).
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First Assignment
Read:
-Francis Bacon "On Studies" (on my website)
-Webber, “Lessons of a Congressional Fellow” (on my website)
-Dahl, “What Political Institutions Does Large-Scale Democracy Require?,”
POLITICAL SCIENCE QUARTERLY 120 (2005): 187-197.
-Begin reading Bok.
Skim:
-“The Red States, Blue States” Class project on my website under Class Links.
First Month Plan
Review 13 key concepts and “Webber’s Five Tools of Policy Analysis” (see
www.missouri.edu/~polidjw).
Discuss Bok
Submit Academic Autobiography
Submit Bok Review and Reaction
A NOTE ABOUT THE USE OF TECHNOLOGY
I encourage the responsible and effective use of technology in education. I am an
avid e-mailer. I use the internet everyday. However, I am increasingly concerned about the
negative aspects of electronic communications. Therefore, the following guidelines have
become necessary:
1. Use Blackboard often but do not let it be a substitute for class discussion and
direct conversation.
2. Do not let the haphazard information available on the internet displace the
refined, copyedited, and revised information contained in more traditional outlets. When
used in an educational setting, websites are supplements to traditional information sources.
3. Post to Blackboard only comments you would say in class. Computer technology
is a harsh technology. Be careful that a quick response is not harsher than you mean it to
be. Flaming, as it used to be called, is unacceptable.
******4. DO NOT SUBMIT AN ASSIGNED PAPER BY FAX OR E-MAIL. SUCH
AN ELECTRONICALLY TRANSFERRED PAPER WILL BE IMMEDIATELY
DISCARDED. **********************
5. Do not leave phone messages because you are afraid to come and face the music.
Late night phone messages informing me you are sick does not mean you have permission
to miss the test or to turn your paper in late.
6. I do not play phonetag. If you do not catch me in my office, PLEASE send me an
e-mail message and I will respond.
Important Dates
September 8, Academic Autobiography due
September 20, Reaction to Bok due
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October 20, “Compare and Contrast Two Books” essay
October 25, Tuesday, Bill McKibben, author of ENOUGH 7:30, Jesse Hall
Early November, “What do Americans Want?”
November 17, Policy memo is due
December 12, Final Exam 10:30 or Poster Session, TBA
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