PA 3002 Basic Methods of Policy Analysis Humphrey School of Public Affairs, University of MN Fall 2016, Wednesday, 100 to 215 BruH 512B, 3 Credits

PA 3002: Basic Methods of Policy Analysis Humphrey School of Public Affairs, University of MN Fall 2016, Wednesday, 1:00 to 2:15 BruH 512B, Credits I Course Description The complex economic, political and social issues that define our world are not easily solved PA 3002 teaches students how to apply the methods and techniques of the social science discipline to address these multifaceted challenges that increasingly confront public agencies and nonprofit organizations PA 3002 introduces an academic discipline that offers a systematic, structured way of thinking about the design, development, implementation and assessment of public policy Policy analysis helps inform viable and effective policy choices by drawing on the basic quantitative and analytical methods common to the social sciences, particularly economic analysis This course meets the Liberal Education requirement of Social Sciences Like all social science courses, PA 3002 explains the ways social processes enable and constrain human actions, including the possibilities for individuals to shape their cultural, social, economic and political worlds This course teaches policy analysis as a scientific methodology, which not only allows students to appreciate how social science attempts to explain these socioeconomic processes, but also provides them with the opportunity to actually the work of social scientists through applied research, analysis and presentation of policy recommendations The course is designed to equip future leaders with both the academic foundations and practical tools and analytical techniques they need to be successful in their careers Basic concepts and tools for problem definition, data collection and analysis, alternatives identification and evaluation, presentation techniques, and implementation strategies are taught using individual and team case studies and real-world problem assignments Exercises are designed to foster an understanding of how the policy analysis process works, and to provide students with practical experience in using effective techniques and applied social science methodologies The diverse selection of case studies include such current topics as sports stadiums, teenage driving restrictions, housing assistance, oncampus parking, light rail transit, missing children, movie ratings, plastic bag taxation, substance abuse, lakefront and downtown development The course culminates in a comprehensive team policy analysis exercise PA 3002 is designed for students who share an interest in quantitative techniques to analyze issues of public policy This multidisciplinary course is appropriate for students from various undergraduate majors, including economics, political science, business and other social sciences In particular, this introductory course provides a firm academic and technical background for students preparing for graduate studies and careers in public and nonprofit organizations at the local, state, national and international levels A technology-facilitated, flexible learning model is used to effectively equip students with the hands-on participatory tools they need to compete in the new economy Students are provided access to a series of short video lessons that may be completed at their convenience Class time is dedicated to direct interaction with the instructor, as students apply those lessons by solving practical case studies in a small team setting This Flipped Classroom approach offers each student flexible access to online tutorials, which consist of both video lessons and short quizzes In-class, active learning sessions reinforce these lessons with problem-solving exercises completed in small teams, with assistance from the instructor as needed Online and personal tutorial assistance is also available as students take responsibility for their learning The course format generally covers one topic per week, with methodologies studied individually at the beginning of the week, practical team-based exercises on Wednesday and individual graded assignments due on Friday: • Online video lessons and quizzes are completed individually before Tuesday noon to earn participation points These background lessons must be completed for students to productively contribute in team learning activities With these outside “lectures,” the class only meets on Wednesdays • On Wednesday, students participate in team learning activities, developing practical skills by collaboratively solving case study exercises related to the topic of the week Each small team submits its work online, and selected teams present their solutions at the end of each class, followed by interactive discussions This work is ungraded, but students receive points for actively participating in class • Tutoring assistance is available upon request • Graded homework on the same weekly topic is submitted online each Friday evening Exercises are similar to those completed during the Wednesday class, and include both individual and small team assignments Student workload involves an average of about 45 minutes of online video/quiz lessons and 20 pages of reading per week, a semester total of ungraded exercises completed during class, individually graded homework assignments, and three graded team case studies, all of which are designed to help students apply the concepts and practical techniques learned in the course The total grade consists of 30 percent individual and 45 percent small team graded homework, and 25 percent participation The participation grade is determined by on-time, successful completion of the online lessons/quizzes, active participation in Wednesday ungraded team exercises and punctual attendance There are no exams II Desired Student Outcomes Understand how the social science discipline explores interrelationships among individuals, institutions and systems, and allows individuals to shape their cultural, social, economic and political worlds through sound public policy analysis, Understand basic policy analysis concepts and practical techniques, and develop the capability to define, prepare and present effective policy analyses for nonprofit organizations and public agencies, Master basic knowledge, terminology and applied skills in problem formulation, primary, secondary and web-based research, quantitative and qualitative data analysis, economic analysis, policy selection, implementation and monitoring in a technology facilitated environment, and Improve collaborative problem solving, explanatory and persuasive communication skills for diverse audiences to effectively implement recommended policy strategies III Instructor John Gunyou 952-237-7499 jmgunyou@umn.edu Room: HHH 138 Hrs: Wed, 11 am, on request IV Learning Design A Learning Methods • Online video lessons and quizzes flexibly available to encourage greater student participation and comprehension Reading and studying assigned materials, supplemented by class discussions • Active learning classroom environment, offering direct interaction with the instructor as students apply their knowledge by solving practical exercises and case studies in both individual and small team settings B Assignments Students are expected to read the assigned chapter, and complete the associated video lessons and quizzes before Tuesday 12:00 noon Study Guides are provided so students can take notes during the Online Video Lessons to help answer the associated Quizzes Timely completion of the online lessons counts toward participation points, which represent 25 percent of the total grade To receive credit for each quiz, all questions must be answered correctly, and students only have three attempts to so As a result, it is important that videos be carefully viewed for understanding, and that students not simply guess repeatedly at the answers The flexibility provided with online lessons allows students to work ahead and at times most convenient to their schedules, and also requires them to accept responsibility for their learning Wednesday attendance is mandatory, and students complete ungraded exercises during class, working collaboratively in small teams of three Students must complete the video/quiz lessons on time to participate on these teams, and selected teams present their solutions at the end of each class The purpose of this group work is to cooperatively learn from each other, so all students are expected to actively engage with their teammates This work is ungraded, but counts toward participation points Six individually completed graded assignments, plus three graded team case studies build on the ungraded problem sets, and are due online by 9:00 PM Friday The team case studies involve small group analyses of a policy issue, and all students in the group receive the same grade, with possible adjustments based on peer evaluations These individual and team graded assignments are 75 percent of the final grade Because the weekly assignments build on and complement each other, students are strongly encouraged not to fall behind Should unavoidable conflicts or unanticipated issues arise, students are responsible for immediately communicating with the instructor before the assignments are due to ensure they are completed in a timely manner No excuse is accepted for tardy notifications, and “extra credit” is not an option C Student Assessment Rather than simply test rote retention, learning assessments are designed to allow students to demonstrate proficiency in practical, employable knowledge and experience As in the professional world, the course emphasizes a combination of individual and team problem solving, all of which is graded accordingly Respective values are: Team Case Studies (10, 10 & 25 pts) Individual Graded Assignments (6 @ pts each) Participation: Video/Quiz Lessons (26 @ 0.5 pts each) 13 Ungraded Assignments (6 @ pts each) 12 Subtotal Participation Total 45 30 25 100 points Assignments are expected to be complete, concise and on time Students must actively participate on Wednesdays to receive credit for Ungraded homework Graded homework will not be accepted after the deadline without the express permission of the instructor, which will only be provided for unavoidable or legitimate circumstances Students are responsible for immediately notifying the instructor before class or due dates when such issues may arise, and for arranging to promptly submit any missed assignments when due, or as soon as possible thereafter Grading levels are: Grade A AB+ B BC+ C CD+ D DNo Credit Points 93.3 & above 90.0-93.2 86.7-89.9 83.3-86.6 80.0-83.2 76.7-79.9 73.3-76.6 70.0-73.2 66.7-69.9 63.3-66.6 60.0-63.2 59.9 & below The University of Minnesota grading system utilizes a plus and minus scale based on a 4.000 cumulative grade point scale in accordance with the following: A AB+ B BC+ C CD+ D 4.000 3.667 3.333 3.000 2.667 2.333 2.000 1.667 1.333 1.000 Outstanding achievement relative to course requirements Achievement significantly above course requirements Achievement that fully meets course requirements Worthy of credit, even though it fails to meet requirements An Incomplete may be assigned at the instructor’s discretion if, due to extraordinary circumstances, the student was unavoidably prevented from finishing the course work A written agreement will specify how and when the unfinished work will be completed D Textbook and Resources • Required Text: Text: Patton, Carl; Sawicki, David and Clark, Jennifer (2013) Basic Methods of Policy Analysis and Planning, 3/E, Pearson • Moodle This course has a U of MN Moodle 2.8 site Assignments, video lessons, quizzes, power-point presentations, announcements, grades and templates are posted on this site Students are strongly encouraged to check the Moodle site regularly for any course changes • Online lessons All video lessons are available on Moodle Each weekly topic typically includes three or four video lessons that average about eight minutes each The lessons are not merely taped lectures, but rather, are designed to acquaint students with specific topics Study guides are provided so students can take notes during the video lessons to help answer the associated quizzes, which gauge student participation and comprehension E Assignment Deadlines and Attendance The flipped classroom model requires that students accept responsibility for their learning by completing the preparatory video lessons and quizzes before the assigned deadlines to enable their active and productive participation in the Wednesday team learning activities This online flexibility allows students to work ahead and at times most convenient for their schedules, so the assigned preparatory work must be completed by the deadlines to receive participation credit Participation points will be deducted for class absences and tardiness, and video/quiz lessons not completed on time Timely completion of the assigned videos and quizzes ensures that students not unfairly receive credit for the Wednesday in-class team participation points when they rely on other classmates who did complete the assigned background material on time To that end, students must successfully complete the assigned video/quiz lessons to productively participate on the Wednesday team exercises To receive participation credit for the quizzes, all questions must be answered correctly, and students only have three attempts to so As a result, it is important that videos be carefully viewed for understanding, and that students not simply guess repeatedly at the answers This expectation of responsible preparation reflects the professional world, where any failure to meet assigned deadlines can compromise the performance of other team members and the organization Graded homework will not be accepted after the deadline without the express permission of the instructor, which will only be provided for unavoidable or legitimate circumstances Attendance at all Wednesday active learning sessions is required Students are expected to be prepared and be on time so they can actively participate in team assignments and class discussions “Extra credit” is not an option in this course When unexpected circumstances arise to prevent attendance or completion, students must notify the instructor before class and before due dates This expectation is similar to that of every employer in the business world You can not simply fail to show up; you must let your supervisor know ahead of time, not after the fact F University Policies Academic Dishonesty will not be tolerated, and the University of Minnesota’s Student Conduct Code will be strictly applied to ensure an environment that promotes academic achievement and integrity Students are expected to their own work, complete all graded assignments by themselves and not share their work with others, with the sole exception of the team case studies and weekly ungraded problem sets, which are collaboratively completed in teams of two or three FAQ on scholastic dishonesty Appropriate use of course materials Students are encouraged to make liberal and effective use of the universally available YouTube videos and PowerPoints provided for this class; these resources are the equivalent of traditional textbooks However, broadly disseminating transcript-like notes or accepting compensation for taking and distributing such notes undermines intellectual property rights, and violates the shared norms and standards of the academic community Similarly, personal electronic devices may not be used in the classroom without the explicit permission of the instructor Stress Management Students may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol and drug problems, feeling down, difficulty concentrating or lack of motivation These mental health concerns may lead to diminished academic performance, so please be sure to let the instructor know if and when such issues arise A broad range of confidential mental health services is available to assist students with these and other concerns Counselors are also available through the Humphrey Student Services office at 612-624-3800 to help students address immediate concerns Safe and respectful environment The University of Minnesota provides equal access to and opportunity in its programs and facilities, without regard to race, color, creed, religion, national origin, gender, age, marital status, disability, public assistance status, veteran status, sexual orientation, gender identity, or gender expression The University is also committed to providing a safe and respectful environment free of sexual harassment Such conduct interferes with students’ performance by creating an intimidating, hostile, and offensive academic environment, and will not be tolerated V Course Outline 9-7 (Wed) Introduction & Overview Course procedures and expectations Overview of policy analysis, including six basic steps: (1) problem definition, (2) evaluation criteria, (3) alternatives identification, (4) alternatives analysis, (5) selection, and (6) implementation Complete video lessons & quizzes before the first class: 1-1 Online Lesson Overview 1-2 Policy Analysis Context 2-7 Policy Analysis Steps 9-13 (Tue) Research Methods Information collection and basic data analysis Identifying and collecting data, including original and secondary sources, interviewing and survey methods Evaluating data quality and communicating with tabular and graphical displays Read Chapter and complete video lessons & quizzes (2 pts): 3-1 Basic Research 3-2 Interviews & Surveys 3-3 Evaluating Data Quality 3-4 Graphology 9-14 (Wed) Ungraded Assignment 1: 1-1 Lakefront Redevelopment, 1-2 Affordable Housing, 1-3 Mayor’s Standing (2 pts) 9-16 (Fri) Graded Assignment A Due: A-1 Drinking Age Impacts (2.5 pts), A-2 Industry Recruitment (2.5 pts) 9-20 (Tue) Problem Definition & Evaluation Criteria Defining problems, establishing evaluation criteria and cost analysis concepts Developing problem statements and evaluation criteria including: technical feasibility, financial and economic reasonableness, political viability and administrative operability Read Chapters (4.1, 4.2, 4.3, 4.6 & 4.8 only) and Chapter 5, and complete video lessons & quizzes (2.5 pts): 4-1 Developing Problem Statements 4-2 Verifying Validity 5-1 Types of Criteria 5-2 Cost Analysis 5-3 Pricing 9-21 (Wed) Ungraded Assignment 2: 2-1 Population Migration, 2-2 Bus Rapid Transit; 2-3 Library Services, 2-4 College Costs (2 pts) 9-23 (Fri) Graded Assignment B Due: B-1 Subsidized Rehabilitation Loans (1 pt), B-2 Commuting Congestion (1.5 pts), B-3 Solid Waste Service (1.5 pts), B-4 Police Costs (1 pt) 9-27 (Tue) Alternatives Identification Developing policy alternatives Sources and methodologies, including research and classification, brainstorming and interviews Combining and modifying options, and developing multidisciplinary alternatives Read Chapter 6, and complete video lessons & quizzes (1 pt): 6-1 Sources of Choices 6-2 Pitfalls to Avoid 9-28 (Wed) Ungraded Assignment 3: 3-1 Brainstorming Alternatives 3-2 Homelessness Policy Alternatives (2 pts) 9-30 (Fri) Graded Assignment C Due: C-1 On-Campus Parking (5 pts) 10-4 (Tue) Team Case Study I Complete video lessons and quizzes (1.5 pts): 2-1 Problem Definition 2-2 Evaluation Criteria 2-3 Alternatives Identification 10-5 (Wed) TCS I: Teenage Driver Auto Accident Rates (10 pts) 10-7 (Fri) Team Case Study I Due 10-11 (Tue) Alternatives Analysis Forecasting techniques, cost-benefit analysis and other basic social science methods Extrapolative forecasting, trend analysis, modeling, econometric analysis and intuitive projection techniques Cost-benefit analysis, discounting to present value, management of uncertainty Read Chapter 7, and complete video lessons & quizzes (1.5 pts): 7-1 Forecasting 7-2 Cost-Benefit Analysis 7-3 Present Value Analysis 10-12 (Wed) Ungraded Assignment 4: 4-1 Tax Forecast, 4-2 Soccer Dome Investment, 4-3 Museum Exhibit (2 pts) 10-14 (Fri) Graded Assignment D Due: D-1 Enrollment Forecast (2 pts), D-2 Recreation Center (3 pts) 10-18 (Tue) Policy Selection Multiple criteria analysis and selection Choosing the best policies by displaying alternatives and comparing among them with basic methods like nondominated alternatives and scorecard presentations Read Chapter 8, and complete video lessons & quizzes (1.5 pts): 8-1 Multiple Criteria Analysis 8-2 Nondominated Alternatives 8-3 Goeller Scorecard 10-19 (Wed)Ungraded Assignment 5: 5-1 Highway Routes, 5-2 Job Offers (2 pts) 10-21 (Fri) Graded Assignment E Due: E-1 Apartment Hunting (2.5 pts), E-2 Still Apartment Hunting (2.5 pts) 10-25 (Tue) Implementation Implementation and monitoring Developing phased implementation strategies and tracking results to enable adjustments as needed Read Chapter 9, and complete video lessons & quizzes (1.5 pts): 9-1 Evaluation Principles R-1 Speaking Techniques R-2 Graphics Techniques 10-26 (Wed)Ungraded Assignment 6: 6-1 Senior Van Service, 6-2 Library Services (2 pts) 10-28 (Fri) Graded Assignment F Due: F-1 Ambulance Service (5 pts) 11-1 (Tue) Team Case Study II Complete video lessons and quizzes (1.5 pts): 2-4 Alternatives Evaluation 2-5 Policy Selection 2-6 Implementation 11-2 (Wed) TCS II: Teenage Driver Auto Accident Rates (10 pts) 11-4 (Fri) Team Case Study II Due 11-9 (Wed) Team Case Study III TCS III: University On-Campus Parking Policies (25 pts) 11-16 (Wed)Team Case Study III NO CLASS – THANKSGIVING WEEK 11-30(Wed) Team Case Study III 12-2 (Fri) Team Case Study III Due 12-7 (Wed) Team Case Study III Presentations 12-14(Wed) Team Case Study III Presentations John Gunyou, Instructor Family: Wife Kim, four daughters & one son (26 to 39), two grandsons Education: U.S Air Force Academy University of Calif (UCLA) University of Colorado B.S M.A M.P.A Economics Economics Public Finance Public sector: Three Rivers Park Board Chair, Minnetonka City Manager, Minnesota Commissioner of Finance, Minneapolis Finance Director, Minnesota Office of Technology Executive Director, Met Council TAB Board, Denver Regional COG Economist Nonprofit & Private sectors: MPR Chief Administrative Officer, State Arts Board Treasurer, Jungle Theater Board, Onvoy Internet President, Omni Investments President, BBC Financial Consulting Partner, Hamline University Assistant Professor Favorite activities: Hiking, biking, camping, writing, carpentry, many sports Describe yourself: Eclectic interests, strong commitment to public service Expectations for this class: For all students to learn the analytical fundamentals that will enable their professional success and add value to the communities they serve Want to in ten years: Enjoy time with my family, teach and consult part-time, continue to serve my community and state  ... accordance with the following: A AB+ B BC+ C CD+ D 4.000 3. 667 3. 333 3. 000 2.667 2 .33 3 2.000 1.667 1 .33 3 1.000 Outstanding achievement relative to course requirements Achievement significantly above... Required Text: Text: Patton, Carl; Sawicki, David and Clark, Jennifer (20 13) Basic Methods of Policy Analysis and Planning, 3/ E, Pearson • Moodle This course has a U of MN Moodle 2.8 site Assignments,... @ pts each) 12 Subtotal Participation Total 45 30 25 100 points Assignments are expected to be complete, concise and on time Students must actively participate on Wednesdays to receive credit