Principles of Public Policy
Fall 2012
10:762:305
NOTE: This syllabus is subject to change. .
Last Update: 8/12
Instructor: Marci Berger PhD
E-mail: mberger@usrealestateacq.com
Phone: 732-603-9375
Office Hours: By Appointment
Overview:
This class is designed to introduce students to the who, what, where and why of
creating policies. We will study the decisionmaking process and the dynamic between
federal and states government. Then we will look at selected controversial policy
issues, including immigration, education, welfare and health care and analyze these
policies using concepts we have discussed. Focusing on the role of institutions, the
actors, theories and the multiple factors that impact the policy process, this course will
provide various ways look at policies.
We will use readings, news articles, discussions and visual aids including movies and
clips from the internet to examine this process. Since policymaking is a dynamic
process, please note that your assigned readings may change weekly to capture the upto-date reform happenings.
This course includes lectures, class discussions, group projects, written assignments,
quizzes and a final exam. Discussion and class participation are key components to this
class. I will repeat – DISCUSSION and CLASS PARTICIPATION ARE KEY
COMPONENTS TO THIS CLASS. Class participation comprises 40% of the
final grade.
By the end of the class, students should understand the following:
1. The role of government in the policymaking process: three branches,
institutions, federalism
2. How and Why deliberation is part of the policy process – at least two sides to
each issue
3. The 5 players in the policy process and how they impact health policy
4. Other external influences on the debate: private sector, values, science
5. Some theories in the policymaking process
6. Understand how the “case study” issues we discuss in class fit in with these
major themes.
Additionally, at the end of the semester, students should be able to fulfill the
following goals of the SAS CORE CURRICULUM:
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Goal J: Identify and critically assess ethical issues in social sciences and
history;
Goal M: Understand the different theories about human culture, social identity
economic entities, political systems and other forms of social organization;
Goal S1: Communicate complex ideas effectively, in standard written English, to
a general audience;
Goal T: Communicate effectively in modes appropriate to a discipline or area of
inquiry;
Goal V: Analyze and synthesize information and ideas from multiple sources to
generate new insights.
Required Texts and Readings:
Textbook. There is 1 book required for this class. It will be supplemented by other
readings including journal, newspaper or magazine articles and will vary from week to
week.
* Kraft, Michael and Scott Furlong. “Public Policy: Politics, Analysis and Alternatives” 3rd
edition, 2010. ISBN 9780872899711
Additionally, we will view relevant movies or clips from the internet.
Articles: In addition to the texts, you will be assigned a number of articles each week.
These articles may be from a newspaper, a website or an academic journal and vary in
length. Newspaper article are often short, while journal articles tend to run a number
of pages.
I will provide citations for the articles, not direct links. With few exceptions,
the articles will not be posted on SAKAI. Although this is not a research
class, I expect every student to be able to locate an article when given the
citation. These are skills that college students should possess. It is your responsibility
to print copies of the articles, read them prior to class and bring them to class for
discussion.
Tips on finding the assigned articles: Every student has access to the Rutgers
University Library databases and research tools. Use them! Some of the articles will
not be accessible through Google. Some databases you may find of particular help
include:
Access World News
EBSCO
JSTOR
Factiva
Westlaw – News and Business Tab
Occasionally, an article is particularly difficult to find, or the citation is incorrect. Please
let me know if you have trouble locating a particular article.
Grading
Grading is based on 5 components: 1 exam, a final group project, class participation, 2
reaction papers and in-class assignments. Pop quizzes are to be expected and will be
factored into the final grade. All materials covered by the texts, class discussions,
videos, special readings, lectures and guest lecturers are to be expected on the exams.
Breakdown of grading:
Exam:
20%
Comprehensive
In class assignment
10%
Weekly election information
Class Participation:
40%
Pop quizzes. Quality of remarks, not quantity
Final Presentation:
20%
Group project based on issue of your choice
2 Reaction Papers
10%
Based on case study readings
Any questions regarding the grading of exams, quizzes, group projects or policy memos
must be brought to Prof. Berger’s attention within 2 DAYS after receipt back of the
grade in question.
Absences:
Class participation is a key element of this class. Discussions and lectures will touch on
points not covered by the lecture notes, so attending each class is important as is
taking notes during class. If you expect to miss one or two classes, please use the
University absence reporting website, https://sims.rutgers.edu/ssra/ to indicate the date
and reason for your absence. An email is automatically sent to me.
Assignments:
All assignments that are to be handed in are due at the beginning of the class period.
Unless otherwise noted, assignments are to be handed in by hard copy, NOT e-mail.
Late assignments will lose one full grade for each day they are late. Extension
requests must be discussed no less than 3 days in advance of the due date.
Exam:
The final exam for this class is given during class time. It is listed on the
syllabus – Exam date clashes must be discussed AT LEAST TWO WEEKS IN
ADVANCE of scheduled testing date. ONE alternative testing date will be offered
for use by ALL students. Requests for an alternative date received less than this time
period will not be honored except for extreme circumstances. Only valid exam clashes
will be grounds for utilizing the alternative date such as a conflict with another exam.
Family social engagements and volunteer activities are NOT legitimate conflict reasons.
If there is serious illness or an emergency on the day of the exam, contact Ms. Berger
IMMEDIATELY. Failure to make alternative arrangements prior to an exam or
a paper due date will result in a failure for that exam or paper. There are no
make-up exams for unexcused absences.
In- Class Assignments:
Quizzes. You will have a number of pop quizzes based on the assigned readings
throughout the semester. The short quiz will be based on the readings for THAT WEEK,
not prior readings. Quizzes will NOT be announced ahead of time.
Weekly Election Information. Students will break into informal groups and pick a topic
related to the Presidential election. Each week, a different group will lead a short
discussion based on the election topic of their choice. You will be given a short period
of time during class to organize for these discussions. Expect to spend some out-ofclass time with this assignment.
Group Projects:
You will have one final group project to be presented at the end of the semester. Your
group will choose a public policy topic (to be approved by Professor Berger) to
research. A 20 minute presentation is required where each group member is expected
to speak. You will be responsible for meeting with your group outside of class time
although one class session is specifically designated for meeting with your groups.
Please note: Attendance is MANADTORY for all students on the designated final
presentation days whether you are presenting or not. I will deduct 1/3 of the final
presentation grade if this class is missed.
Reaction Papers:
You will have two short reaction papers to write during the semester based on the
lectures of your choice. The first paper must address a topic covered in Lectures 1-6:
the second paper must turned in by the last lecture, Lecture 10 on Real Estate.
Having read the week’s assignment, please frame a good question about the topic
overall or a particular reading and briefly wrestle with an answer. For example: Were
you convinced by the author’s argument? Why or why not? Has “X” factor been
overlooked? Might “Y” be a better way to approach the issue because …
Each lecture will include two or three questions to guide your thinking for that particular
topic.
These are just some examples of approaches to take in your reactions papers.
However, specific parameters to follow must include:
 You MAY NOT simply summarize the article. Critical thinking is required.
 Your papers may not be longer than TWO PAGES in length, double spaced. I will
allow a third page for references only.
 Papers will be accepted only at the beginning of class. I will not accept papers
via e-mail, they must be in hard copy.
Use of electronics in class:
Laptops are to be used by students for notetaking only EXCEPT when otherwise
advised. Please do not surf the net or send e-mails during class. Cellphones must be
turned OFF during class time. Texting and/or sending e-mails during class time will not
be tolerated.
E-mail:
I do my best to check e-mail daily. Please make sure you include the following: a
greeting (such as “Dear Professor Berger” or “Hello Ms. Berger”); the class name (I
teach more than one class); and please sign off with your name.
It is important that each student checks their e-mail and / or SAKAI daily as I will
communicate changes with you through SAKAI.
Coursework Requirements:
Rutgers University Policy on Academic Integrity applies to all coursework. Students in
this class and in all courses at Rutgers University are expected to uphold the highest
standards of academic integrity. Cheating, plagarism in written work, receiving and
providing unauthorized assistance and sabotaging the work of others are among the
behaviors that constitute violations of the Policy on Academic Integrity. You are
expected to be familiar with this policy.
If you are not familiar with this policy, please review it at:
http://ctaar.rutgers.edu/integrity/policy.html.
You are expected to complete the assigned readings prior to class to be able to
participate in a class discussion.
Academic Misconduct: A Bloustein School Perspective
Academic misconduct includes cheating, plagiarism, failure to cite sources, fabrication
and falsification, stealing ideas, and deliberate slanting of research designs to achieve a
pre-conceived result. We talk abut misconduct and ethical behavior in classes and
expectations are set forth in student handbooks and catalogues. Penalties for
misconduct can range from failing an assignment/exam or dismissal from the
university.
The Bloustein School is appending this memorandum to your course syllabus because
we recently have detected obvious cases of plagiarism. We have found far fewer cases
of other forms of academic misconduct, but we find several every year. It is imperative
that you understand that unethical academic conduct is intolerable, and it is completely
preventable.
Academic misconduct almost always happens for two reasons. One is ignorance of
academic rules and practices. For example, in virtually every recent plagiarism case in
the School, material has been taken from an Internet site and placed in text without
appropriate note or attribution. You must learn the proper rules for attribution. If you
are not sure, ask your instructor! If you do not know the rules that govern the use of
data sets, attribution, analysis and reporting of these sets, the faculty will help you.
There is no such thing as a stupid question regarding this subject.
Pressure is the second common reason for academic misconduct. Students, faculty,
every one of us is subject to deadline, financial, self-worth, peer, and other pressures.
If you are potentially allowing pressure to drive you to misconduct, please step back
and resist that urge. You can cope with pressure in a positive way by reaching out to
friends, counselors, and faculty members. Within the Bloustein School community, you
will find understanding people and positive direction.
SCHEDULE/ASSIGNMENTS
September 4 & 6
LECTURE 1: What is Public Policy ?
Definitions…Players in the Process…Role of Values…2 Sides to Every Issue
Readings:
Text: Kraft and Furlong (K&F) –Chapter 1 pp.5-27; Chapter 2 pp. 52-60
Articles:
 New York Times (NYT): “Midlife Crisis Economics” by David Brooks,
12/27/11 [For some background on Government]

NYT: “One Side to Every Story” by James Morone, 2/17/09. Op-Ed
[For some background on values]
 ThisNation.com – Citizens: Are You a Student? Even You Can
Make a Difference @www.thisnation.com/textbook/participantscitizens.html
September 11&13
LECTURE 2: Role of Government
Final Project Handout – Topics and Groups due 9/27; finalized 10/4
Checks and Balances…Size of the Federal Government…Institutions…Federalism
Readings:
Text:
K&F: Rest of Chapter 2
Articles:
 Steinmo, Sven and Jon Watts: “It’s the Institutions, Stupid!” Why
Comprehensive National Health Insurance Always Fails in America”
Journal of Health Politics, Policy and Law, Vol. 20 # 2, (1995)
 NYT: “Politics and Supreme Court” Editorial, 3/15/12
 Millercenter.org/public/debates/big-government : White paper on
the Great American Debates “Is There To Much Government in Your
Life?” by Patricia Lee Sykes (note: once at website, click on ‘read
white paper’ to access the document)
VIEW In Class: “This Week” Roundtable on size of government
(millercenter.org/public/debates/big-government)
Part of the Great American Debates series, aired 12/18/11
September 18 & 20
LECTURE 3: Congress and Policy Theories
Questions to Ponder: Which theory do you find the most interesting and why? Is bipartisanship important
to the policy process? Why?
 Class meets on September 18
 No class on September 20 – Out of Class Assignment due Friday, September
21 by 10:00 am:
1. View: Making Congress Work (pbs.org, Need to Know section,
http://video.pbs.org/video/2175079330
2. Answer questions posted on SAKAI.
3. Send assignment to me via e-mail: mberger@usrealestateacq.com by 9/21 at
10:00 am.
4. Please note it is your responsibility to make sure I have received your
assignment. Feel free to follow up with me. Assignments received after the
due date and time will lose points, no excuses.
Readings:
Text:
K&F: Chapter 3 pp. 72-93
Articles:
 Philadelphia Inquirer: “Bipartisanship as a Bad Word” by Ben
Dworkin, 11/30/11
NationalReview.com: “Punctuated Equilibrium” from The Agenda,
National Review Online domestic policy blog, by Reihan Salam,
9/8/10
 PublicAgenda.org: “Reframing ‘Framing’” by Will Friedman, Center
for Advances in Public Engagement @ http://publicagenda.org/public
engagement, then scroll down to “Center for Advances in Public
Engagement”
 Star Ledger: “Framing Matters” 11/27/11, available on SAKAI

September 25 & 27
Note: NO CLASS ON SEPT. 25
LECTURE 4: Values, Religion and Evaluating Policy
Final Presentation Topics and Groups due by 9/27
Questions to Ponder: What impact will the changing demographics have on our political process? Can
religion function constructively in the policy process? Are there alternatives to the policy evaluation criteria
suggested by K&F?
Readings:
Text:
K&F: Chapter 6
Articles:
 Ellwood, David. Poor Support: Poverty in the American Family
Chapter 2,” Values and the Helping Conundrums” 1988 @ MIT Open
Source website:
www.gdsnet.org/GDS/ECON3240QUIZ4ReviewSp2011.pdf
 Morone, James. “The Struggle for American Culture” PS: Political
Science and Politics, Vol. 29, No.3:. 1996 pp. 424-430
 Star Ledger: “Balancing Act” 1/2/12, Opinion/Editorial
 NYT: “Whites Account for Under Half of Births in US” by Sabrina
Tavernise, 5/17/12
 S.L. “Our Changing Demographics Should be Celebrated” by Brian
Gilmore, 5/25/12
October 2 & 4
LECTURE 5: Back to Policymakers: Revisiting Inside
and Outside Government Influences
Final Topics and Groups FINALIZED 10/4
Questions to Ponder: Should the media have any role in the policymaking process? How can
technology help foster democracy? Are interest groups too powerful?
Readings:
Text: No text
Articles:
 Yahoo.com: “History of Watergate and Its Lasting Effects on
Investigative Journalism” by Christopher Cacace, 5/7/09 @
http://voices.yahoo.com/shared/print.shtml?content_type=article&cont
ent_type_id=1761096
 Yahoo.com: “All the President’s Men: The Paradigm of Investigative
Journalism” by Josh Herwitt, 8/22/06 @ see above link, except
id=52543
 Star Ledger (S.L.) by Associated Press: “Apps Make Smart Use of
Data, Giving Citizens More Say in Government” by Marcus Wohlsen,
11/27/11
 ThisNation.com – Interest Groups
 CQResearcher Online: “Media Bias: Are the major sources of news
trustworthy?” By Alan Greenblatt. October 15, 2004. Vol. 14, Issue
36
 PBS.Org-Need To Know: “All American Prejudice” by Sarah
Wildman, Opinion. 12/13/11
 S.L. (Washington Post): “The Long, Sad Legacy of Nixon’s
Watergate” by Kathleen Parker, 6/17/12
 Democracy Papers: The Role of Interest Groups by R. Allen Hays @
http://www.ait.org.tw/infousa/zhtw/DOCS/Demopaper/dmpaper9.html
VIEW: All the President’s Men
October 9 & 11
LECTURE 6:
CASE STUDY: IMMIGRATION
Questions to ponder: What should the role of the states be in immigration policy? Should all illegal
immigrants be given the opportunity to obtain legal citizenship? Only certain immigrants?
Immigration policy has been under increasing public scrutiny. On one hand,
immigration rights groups are demanding a more rational approach to families
divided by inter-generational legal differences. On the other hand, enforcement
groups seek to tighten a system which has allowed a record number of illegals to
circumvent the process. (USA Today Case Study)
Readings:
 Hirschman, Charles, 2001. “Immigration Public Policy” in Neil
Smelserand Paul Battles (eds) International Encyclopedia of the
Social and Behavioral Science vol. 11:7221-7226 @
http://faculty.washington.edu/charles/pubs/2001ImmigrationPublicPolicy.pdf
 Publicagenda.org: For Citizens tab - “Issues Guides: Immigration”
Read the following sections: Overview; Get the Facts; Consider the
Choices; Public View
 USAToday.com: Political Science Section - Collegiate Case Study
“The Immigration Debate” 2006. At:
www.usatoday.com/educate/college/case-studies.htm
 S.L.: “Seeking an Honest Debate on Immigration” by Pablo Andreu,
7/26/12
 Abcnews.com /blogs: “What the Arizona Immigration Decision
Means” by Terry Moran 6/25/12
VIEW IN CLASS: “Supreme Court Rules on Arizona Immigration Laws”
6/25/12, http://abcnews.go/WNT/video/supreme-court-rules-arizonaimmigration-laws-limits-police-power-politics-16647662
October 16 & 18
LECTURE 7:
CASE STUDY: EDUCATION
Questions to ponder: What role should the federal government have in education? Is affirmative
action an effective policy? Should schools be forced to integrate?
Education policy has been one of the top issues of concern among the
American electorate. It also exemplifies the push/pull of federalism with
federal policy dictated through the No Child Left Behind Act, while many
important decisions continue to made on the state and local levels While
there are many dimensions to this issue, we will focus on two: School
Diversity and the No Child Left Behind Act.
Readings:
Text: K&F Chapter 10
Articles:
 Brookings Institution: Up Front blog, “President Obama Rewrites
the No Child Left Behind Act” by Grover Whitehurst, 8/8/11 @
www.brookings.edu/opinions
 USAToday.com: Political Science Section - Collegiate Case Study
“The Supreme Court and School Diversity” 2007. At:
www.usatoday.com/educate/college/case-studies.htm
 Brown v. Board of Education, The Supreme Court Decision,
accessible on http://www.nationalcenter.org/brown.html
 S.L. (Los Angeles Times): “Affirmative Action at Colleges Again in
Crosshairs, as High Court Agrees to Hear Case” by David G. Savage,
2/22/12
 NYT: “’No Child’ Law Whittled Down by White House” by Motoko
Rich, 7/6/12
October 23 & 25
LECTURE 8:
CASE STUDY: GAY RIGHTS/GAY MARRIAGE
Questions to ponder: What if issues like civil rights were left to individual states to decide instead of
the federal government? Should morality play a role in policymaking process? How?
Readings:
Text: None
Articles:
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abcnews. com: “What Defines a Family? Children, Many Americans Seem to
Say in a News Survey” by John Berman and Enjoli Francis, 9/15/10.
Abcnews.go.com/wn
Time.com: Healthland: “Family Values:A Call to Advocate Gay Marriage on
Christmas Cards” by Bonnie Rochman, 12/19/11
NYT: “An Issue of Gay Rights, but not a Simple One” by Campbell
Robertson, 5/12/12
NYT: Editorial. “President Obama’s Moment” 5/10/12
NYT: “Same Sex Marriage Issue Moves Closer to Justices” by Ethan
Bronner, 6/5/12
IN CLASS: VIEW –Obama interview with Robin Roberts 5/10/12,
abcnews.go.com/GMA/video/Obama-supports-gay-marriage-discussesnorthcarolinaban (4:30 minutes relevant)
October 30 and November 1
LECTURE 9:
CASE STUDY: HEALTH CARE – Health Care Reform
and Reproductive Rights
Questions to ponder: What impact do you think the Supreme Court ruling will have on the health care
system in the U.S.? Why has the issue of reproductive rights been so polarizing? Is there a connection
between health care reform and reproductive rights?
Health Care Reform, passed in 2010, remains a controversial issue.
Decades in the making, comprehensive health care reform had eluded
politicians for many years. Does the decision by the Supreme Court clarify
things or does it increase the polarity on this issue? Is the federal
government overstepping its bounds regarding health care?
Reproductive Rights, specifically abortion, remains a polarizing policy.
Although it has been nearly 40 years since Roe v. Wade legalized some
types of abortion, opponents and supporters have been busy working the
legislative arenas on the state and local levels. Why is it so controversial
and what do the Big Five players have to say about it?
Readings:
Text: Chapter 8
Articles:
 NYT: “The Court and Medical Care” Editorial, 6/29/12
 Abcnews.com: “Supreme Court Health Care Ruling: The Mandate Can
Stay” by Matt Negrin and Ariane De Vogue, 6/28/12

AVAILABLE ON SAKAI: Excerpts from The Little Blue Book: The Essential
Guide to Thinking and Talking Democratic by George Lakoff and Elisabeth Wehling
pp. 3-10, 13-22, 37-43.
 The Pew Forum on Religion and Public Life (pewforum.org): Research
package on Abortion @ pewforum.org =>Topics tab => Issues =>
Abortion. Read the following articles: the Overview, the Supreme Court,
Public Opinion
VIEW:
TBD
November 6 & 8
LECTURE 10:
GUEST LECTURE
CASE STUDY – Real Estate Development/Landlord
Tenent
Questions to ponder: How does real estate development connect with public policy? How could
real estate issues be considered a key component in the policymaking process? At what level of
government are these issues most important?
Readings:
TBA
November 13 & 15
November 13 - Wrap up
November 15 – Final Exam, Part 1
November 20 –
Thursday classes meet – NO CLASS – WORK ON GROUP PROJECTS
Happy Thanksgiving!!!
November 27 & 29
November 27 – Final Exam Part 2!!
November 29 –
First Set of Presentations
Attendance is MANDATORY
December 4 & 6
Second and Third Sets of Presentations
Attendance is MANDATORY
December 11 – Last Day of Class
Fourth Set of Presentations
Attendance is MANDATORY