Course Overview

This course provides an introduction to theories, models, methods, and issues of public policy process and analysis, covering a wide range of policy-analysis topics and tools. Public policies are formed and implemented to solve problems; policy analysis, then, is designed to provide, assess, and evaluate policy-relevant knowledge. This course will address the foundations and rationales of public policy, processes in policy analysis, and methods of policy analysis. The course aims to provide opportunities for students to think critically about public policy issues and conduct a feasible policy analysis, including problem definition, selection of criteria and alternatives, analysis of alternatives, implementation, and evaluation.

The course will address the following topics:

• the policy-making system and structure of policy-making in the United States,
• the economic rationale for public policy (market and government failure),
• official and unofficial actors in the policy process,
• decision-making and theories of public policy,
• agenda-setting,
• policy types and tools,
• policy implementation,
• the process of policy analysis (from problem definition to projecting outcomes), and
• the context of policy analysis.

There are no prerequisites for this course. It is a required core course for the MPA degree. For those interested in more advanced coursework in policy analysis and evaluation, this serves as a base class for that specialization.

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Course Objectives

This course is designed to improve your knowledge and skills in order for you to

• construct a rationale for selecting one policy choice over others in addressing a problem,
• critically judge policy-process theories,
• analyze approaches to addressing market and government failures,
• differentiate stages of the policy process,
• explain the economic and political contexts of policy analysis,
• explain government and market failures,
• recognize key concepts and actors in the policy process.

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Course Materials

Most World Campus courses require that students purchase materials (e.g., textbooks, specific software, etc.). To learn about how to order materials, please see the Course Materials page. You should check the World Campus Course Catalog approximately 3–4 weeks before the course begins for a list of required materials.

 

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Technical Specifications

Technical Requirements and Help

Operating System	Canvas, Penn State's Learning Management System (LMS), supports most recent versions of Microsoft Windows and Apple Mac operating systems.  To determine if your operating system is supported, please review Canvas' computer specifications.
Browser	Canvas supports the last two versions of every major browser release. It is highly recommended that you update to the newest version of whatever browser you are using. Please note that Canvas does not support the use of Internet Explorer. Students and instructors should choose a different browser to use.    To determine if your browser is supported, please review the list of Canvas Supported Browsers. Note: Cookies must be enabled, and pop-up blockers should be configured to permit new windows from Penn State websites.
Additional Canvas Requirements	For a list of software, hardware, and computer settings specifically required by the Canvas LMS, please review Canvas' computer specifications.
Additional Software	All Penn State students have access to Microsoft Office 365, including Microsoft Office applications such as Word, Excel, and PowerPoint. Students will need a PDF reader, such as Adobe Reader.
Hardware	Monitor: Monitor capable of at least 1024 x 768 resolution Audio: Microphone, Speakers Camera (optional, recommended): Standard webcam - many courses may require a webcam for assignments or exam proctoring software.
Mobile Device (optional)	The Canvas mobile app is available for versions of iOS and Android. To determine if your device is capable of using the Canvas Mobile App, please review the Canvas Mobile App Requirements.
Help	If you need technical assistance at any point during the course, please contact the Service Desk.

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Student Education Experience Questionnaire (SEEQ)

During the semester you will receive information for completing the Student Education Experience Questionnaire (SEEQ). Your participation is an opportunity to provide anonymous feedback on your learning experience. Your feedback is important because it allows us to understand your experience in this course and make changes to improve the learning experiences of future students. Please monitor email and course communications for links and availability dates.

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Course Requirements

Course requirements and grading structures are based on the following activities:

• individual discussion posts,
• quizzes, and
• a policy analysis project.

Requirement 1: Individual Discussion Posts (25 points)

Requirement 2: Quizzes (30 points)

You will take six quizzes during the semester. Quiz questions (true/false and multiple-choice) will cover course topics in the leassons as specificed in each quiz (Please see the Course Schedule). If you are late in submitting your quiz, you will lose 0.5 points for each day yu are late. If you have legitimate reasons for being late, like a personal emergency, please inform your instructor of your situation as soon as possible. The instructor may rescind the point reduction for the delay.

Requirement 3: Policy Analysis Project (45 points)

This project will give you an opportunity to conduct a policy analysis task. It is divided into two parts:

• a group presentation, and
• an individual final paper. 

You will see the specific instructions for the policy analysis project in Lessons 9, 10, 11, 12, and the document, "PADM 507 Guidelines for Group Projects and Final Papers."

Requirement 3.1. Group Presentation (15 points)

You will work in small groups to conduct a policy analysis project. Your group will make one presentation to the class via Zoom (or another presentaiton method of your choice, provided that it is approved by the instructor). All group members will earn the same points for the group presentation; so members are equally responsible for the work of the group.

For the details of what should be included in this presentation, please see the document "PADM 507 Guidelines for the document, "PADM 507 Group Projects and Final Papers."

Requirement 3.2. Individual Final Paper (25 points)

You will write a final paper individually. The contents of this paper normally will be based on your group’s work, but you can make modifications and aditions to improve of the quality of your own paper.

You should also include any references (cited works), tables, and appendices in your paper. The feedback you received on the group presentation may be helpful to you when you write your paper. 

The paper should be written clearly, coherently, and concisely. The paper should not be longer than 1,500 words, excluding references and appendices. If you are more comfortable with a wrting style other than the APA style, you may do so. Mke sure that you appy the writing style (APA or another style) consistently. Submit your paper as Word file.

Requirement 3.3. Peer Evaluation (5 points)

each group member will evaluate the other member's performance using the scale of 1-5 points. The arithmetic average of these evluations will become part of each member's individaul final grade. This evaluation process will be anonymous to your peers; you will use WD Peer Evaluation tool and will not be able to see how your individual individual peers evaluated you.

In your evaluation of your peers, please use the following criteria. 

Peer Evaluation Criteria

Criterion	Description
Task support	Consider the amount of task support that the group member gives to other group members.
Interaction	Consider the level of the group member's participation in the exchange of information and in communication with other group members.
Responsibility	Consider the degree to which the group member can be relied upon to complete tasks.
Quality of work	Consider the degree to which the group member provides accurate and complete work.
Overall performance	Consider the degree to which the group member's performance consistently meets all group requirements.

 

Policies Regarding the Protection of Human Subjects

If you are planning to conduct an empirical study that involves human subjects (such as interviews, surveys, or even secondary data analysis), you must read the policies and guidelines of the Office for Research Protection at Penn State Office of the Vice President for Research (OVPR). Normally, class projects are exempt from Institutional Review Board (IRB) reviews. However, you must keep in mind that you should not present or publish the findings/results of your class project outside the class any time in the future. If there is a possibility that you may use your results outside the class any time in the future, you should submit a proposal for IRB approval before you begin the empirical part of your project. If there is any need for clarification regarding the procedures you should follow in your project, you should consult with me and/or the experts at University Park 814-865-1775.

 

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Course Schedule

The schedule below outlines the topics we will be covering in this course, along with the associated time frames and assignments. Note that assignments are due based on North American eastern time (ET). This ensures that all students have the same deadlines regardless of where they live.

Note: All due dates reflect North American eastern time (ET).

There are two sections of this course:

• Section 1: Concepts of Public Policy Studies and Policy Analysis, Lessons 1–8
• Section 2: Applying the Concepts and Tools of Policy Analysis, Lessons 9–12

• Course begins on
• Course ends on
• Course length: 16 weeks

The due dates for assignments are noted in the Course Schedule section of this syllabus (below). Deadlines will be defined as 11:59 p.m. (ET) on the last day of the lesson time frame, unless otherwise stated.

Section 1: Concepts of Public Policy Studies and Policy Analysis

Getting Started and Lesson 1: Course Introduction to Public Policy Analysis

Time frame:
Required readings:	Birkland, 2020 Preface What's Ahead Chapter 1: Introducing the Policy Process
Recommended readings:	Sabatier, P. (1991). Toward better theories of the policy process. PS: Political Science & Politics, 24(2), 147–156. doi:10.2307/419923
Activities:	Participate in the Course Map activity. Submit the Academic Integrity Form. Post a short self-introduction. Participate in the Lesson 1 discussion. Submit your discussion post and comment on at least two other students' posts.

Lesson 2: System, History, and Structure of Policy-Making in the United States

Time frame:
Readings:	Birkland, 2020 Chapter 2: Elements of the Policy-Making System Chapter 3: The Historical and Structural Contexts of Public Policy-Making
Recommended readings:	Campbell, J. L. (2002). Ideas, politics, and public policy. Annual Review of Sociology, 28, 21–38.
Activities:	Take Quiz 1.

Lesson 3: An Economic Rationale for Public Policy: Market and Government Failures

Time frame:
Readings:	on electronic reserve through the University Libraries Weimer, D. L., & Vining, A. R. (2017). Policy analysis: Concepts and practice (6th ed.). Routledge. Chapter 5: Rationales for Public Policy: Market Failures Chapter 8: Limits to Public Intervention: Government Failures
Recommended readings:	Weeden, K. A., & Grusky, D. B. (2014). Inequality and market failure. American Behavioral Scientist, 58(3), 473–491. Tirole, J. (2015). Market failures and public policy. The American Economic Review, 105(6), 1665–1682. Furton, G., & Martin, A. (2019). Beyond market failure and government failure. Public Choice, 178(1–2), 197–216.
Activities:	Participate in the Lesson 3 discussion. Submit your discussion post and comment on two other students' posts.

Lesson 4: Official and Unofficial Actors in the Policy Process

Time frame:
Readings:	Birkland, 2020 Chapter 4: Official Actors and Their Roles in Public Policy (pp. 113–126 and 132–151) Chapter 5: Unofficial Actors and Their Roles in Public Policy (pp. 162–196)
Recommended readings:	Gershon, L. (2016). When did the media become a "watchdog"? JSTOR Daily. https://daily.jstor.org/when-did-the-media-become-a-watchdog/ Seierstad, C., Warner-Søderholm, G., Torchia, M., & Huse, M. (2017). Increasing the number of women on boards: The role of actors and processes. Journal of Business Ethics, 141(2), 289–315.
Activities:	Take Quiz 2.

Lesson 5: Decision-Making, Policy Analysis, and Theories of Public Policy

Time frame:
Readings:	Birkland, 2020 Chapter 8: Decision-Making and Policy Analysis Chapter 11: Science and Theory in the Study of Public Policy
Recommended readings:	Peters, B., & Pierre, J. (2018). Rationality versus incrementalism: Funding public organizations. In The next public administration (pp. 118–132). SAGE Publications Ltd. doi: 10.4135/9781473920569.n9 Bendor, J. (2015). Incrementalism: Dead yet flourishing. Public Administration Review, 75(2), 194–205.
Activities:	Participate in the Lesson 5 discussion. Submit your discussion post and comment on two other students' posts.

Lesson 6: Problem Definition and Agenda-Setting

Time frame:
Readings:	Birkland, 2020 Chapter 6: Agenda-Setting, Power, and Interest Groups on e-reserve Kingdon, 1997 Chapter 5: Problems
Recommended readings:	Conway, B. A., Kenski, K., & Wang, D. (2015). The rise of Twitter in the political campaign: Searching for intermedia agenda‐setting effects in the presidential primary. Journal of Computer‐Mediated Communication, 20, 363–380. doi: 10.1111/jcc4.12124 Ross, J. (2017, November 10). Old media still setting agenda. Australian, p. 4. https://link-gale-com.ezaccess.libraries.psu.edu/apps/doc/A513933601/GIC?u=psucic&sid=GIC&xid=5282e955
Activities:	Take Quiz 3.

Lesson 7: Policy Types and Policy Tools

Time frame:
Readings:	Birkland, 2020 Chapter 7: Policies and Policy Types (pp. 247–253 and 258–277) Chapter 9: Policy Design and Policy Tools (pp. 306–317 and 322–337)
Recommended readings:	Choi, S., Bae, S., Kwon, S., & Feiock, R. (2010). County limits: Policy types and expenditure priorities. The American Review of Public Administration, 40(1), 29–45.
Activities:	Participate in the Lesson 7 discussion. Submit your discussion post and comment on two other students' posts.

Lesson 8: Policy Implementation and Learning

Time frame:
Readings:	Birkland, 2020  Chapter 10: Policy Implementation, Failure, and Learning Weimer, D. L., & Vining, A. R. (2017). Policy analysis: Concepts and practice (6th ed.). Routledge. ​Chapter 12: Implementation
Recommended readings:	​Dollery, B. E., & Wallis, J. L. (1997). Market failure, government failure, leadership, and public policy. Journal of Interdisciplinary Economics, 8(2), 113–126.  Le Grand, J. (1991). The theory of government failure. British Journal of Political Science, 21(4), 423-442.
Activities:	Take Quiz 4.

Section 2: Applying the Concepts and Tools of Policy Analysis

Lesson 9: Criteria-Alternative Matrix, Problem Definition, and Assembling Evidence

Time frame:
Readings:	Bardach & Patashnik, 2020 Part I (Steps 1 and 2, pp. xv, 1–20) Part II (pp. 97–122) Part III (pp. 123–125) Birkland, 2020 Chapter 9: Policy Design and Policy Tools (pp. 308–322; reread)
Recommended readings:	Workman, S., Shafran, J., & Bark, T. (2017). Problem definition and information provision by federal bureaucrats. Cognitive Systems Research, 43, 140–152. Choo, A. S. (2014). Defining problems fast and slow: The U‐shaped effect of problem definition time on project duration. Production and Operations Management, 23(8), 1462–1479.  Liu, X., Robinson, S., & Vedlitz, A. (2020). A micro-model of problem definition and policy choice: Issue image, issue association, and policy support of power plants. Policy Studies Journal, 48(1), 11–37.  Archibald, T. (2019). What’s the problem represented to be? Problem definition critique as a tool for evaluative thinking. The American Journal of Evaluation, 41(1), 6–19.
Activities:	Participate in the Lesson 9 discussion. Submit your discussion post and comment on two other students' posts.

Lesson 10: Constructing Alternatives and Selecting Criteria

Time frame:
Readings:	Bardach & Patashnik, 2020 Part I (Steps 3 and 4, pp. 21–48) Part III (pp. 126–131) Part IV (pp. 133–134) Appendix A (pp. 147–156) Birkland, 2020 Chapter 7: Policies and Policy Types (pp. 258–273; reread) Chapter 9: Policy Design and Policy Tools (pp. 324–336; reread)
Recommended readings:	Engelman, A., Case, B., Meeks, L., & Fetters, M. D. (2019). Conducting health policy analysis in primary care research: Turning clinical ideas into action. Family Medicine and Community Health, 7(2), e000076. doi:10.1136/fmch-2018-000076
Activities:	Take Quiz 5.

Group Presentation Submission Week

Time frame:
Readings:	None
Activities:	Make the group presentation available to the class by Friday at 11:59 p.m. (ET). Complete feedback on the other groups' presentations by Sunday at 11:59 p.m. (ET).

Lesson 11: Projecting Outcomes, Tradeoffs, and Deciding

Time frame:
Readings:	Bardach & Patashnik, 2020 Part I (Steps 5 through 8, pp. 49–96) Part III (pp. 131–132) Part IV (pp. 134–146) Appendix A (pp. 147–156)
Activities:	Submit the peer evaluation for group presentation by Sunday at 11:59 p.m. (ET).

Lesson 12: Writing the Paper and the Context of Policy Analysis

Time frame:
Readings:	Bardach & Patashnik, 2020 Appendices B through E (pp. 157–180)
Activities:	Take Quiz 6.

Final Paper

Time frame:	(two weeks)
Readings:	none
Activities:	Complete the final milestone of the policy analysis project. This course utilizes finals week. The final paper is due on Monday, at 6 p.m. (ET), the first day of finals week (though you may submit it earlier, of course).

 

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Academic Integrity

According to Penn State policy G-9: Academic Integrity , an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.

Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity ). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic outcomes, which can be severe, and put themselves at jeopardy for other outcomes which may include ineligibility for Dean’s List, pass/fail elections, and grade forgiveness. Students may also face consequences from their home/major program and/or The Schreyer Honors College.

How Academic Integrity Violations Are Handled
World Campus students are expected to act with civility and personal integrity; respect other students' dignity, rights, and property; and help create and maintain an environment in which all can succeed through the fruits of their own efforts. An environment of academic integrity is requisite to respect for oneself and others, as well as a civil community.

In cases where academic integrity is questioned, the Policy on Academic Integrity indicates that procedure requires an instructor to inform the student of the allegation. Procedures allow a student to accept or contest a charge. If a student chooses to contest a charge, the case will then be managed by the respective college or campus Academic Integrity Committee. If that committee recommends an administrative sanction (Formal Warning, Conduct Probation, Suspension, Expulsion), the claim will be referred to the Office of Student Accountability and Conflict Response.

All Penn State colleges abide by this Penn State policy, but review procedures may vary by college when academic dishonesty is suspected. Information about Penn State's academic integrity policy and college review procedures is included in the information that students receive upon enrolling in a course. To obtain that information in advance of enrolling in a course, please contact us by going to the Contacts & Help page .

Student Responsibilities and Conduct

1. Students are responsible for online course content, taking notes, obtaining other materials provided by the instructor, taking tests (if applicable), and completing assignments as scheduled by the instructor.  As a general rule, students should plan on logging into the course at least three times per week and spending at least three hours per course credit per week on the course, e.g., if the course is three credits, the student should plan on spending at least 9-12 hours per week on the course, just as they would in a residence course.
2. Students are responsible for keeping track of changes in the course syllabus made by the instructor throughout the semester.
3. Students are responsible for monitoring their grades.
4. Students must contact their instructor (and teammates when working on any collaborative learning assignments) as soon as possible if they anticipate missing long periods of online time due to events such as chronic illnesses, death in the family, business travel, or other appropriate events. The instructor will determine the minimal log on time and participation required in order to meet course responsibilities. In the event of other unforeseen conflicts, the instructor and student will arrive at a solution together.
   1. Requests for taking exams or submitting assignments after the due dates require documentation of events such as illness, family emergency, or a business-sanctioned activity.
   2. Conflicts with dates on which examinations or assignments are scheduled must be discussed with the instructor or TA prior to the date of the examination or assignment.
5. Students are responsible for following appropriate netiquette (network etiquette) when communicating with their instructor and classmates. For reference, see the Academic Success Kit.
6. Behaviors that disrupt other students’ learning are not acceptable and will be addressed by the instructor.
7. For severe and chronic problems with student disruptive behavior, the following will be applied for resolution:
   1. Senate Committee on Student Life policy on managing classroom disruptions: Office of Student Accountability and Conflict Response.
   2. Penn State Values.

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Policies

Late Policy

Late Assignments will not be accepted. It is your responsibility to contact the instructor prior to the due date of an assignment if you are aware of extenuating circumstances that will impact your ability to meet a deadline. The instructor will determine if alternative arrangements may be made.

Blank or Erroneous Assignment Submissions
It is your responsibility to ensure that you have uploaded the correct document to each assignment prior to the assignment due date. Please check your assignment submission immediately after uploading a file in Canvas to ensure that it contains content and is the correct file. If you notice an error, such as a blank or incorrect file, you must resubmit the assignment before the assignment due date. Similarly, you are responsible for ensuring that discussion forum initial posts are not blank and that any website URL submissions (such as links to documents, video recordings, etc.) have the correct sharing settings enabled so that they can be viewed by recipients. Any blank or erroneous submissions that you have not resubmitted by the assignment due date will receive a zero for the assignment.

Accommodating Disabilities

Penn State welcomes students with disabilities into the University’s educational programs. Every Penn State campus has an office for students with disabilities, including World Campus. The Disabilities and Accommodations section of the Chaiken Center for Student Success website provides World Campus students with information regarding how to request accommodations, documentation guidelines and eligibility, and appeals and complaints. For additional information, please visit the University's Student Disability Resources website.

In order to receive consideration for reasonable accommodations, you must contact the appropriate disability services office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation. If the documentation supports your request for reasonable accommodations, your campus's disability services office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.

Veterans and Military Personnel

Veterans and currently serving military personnel and/or dependents with unique circumstances (e.g., upcoming deployments, drill/duty requirements, VA appointments, etc.) are welcome and encouraged to communicate these, in advance if possible, to the instructor in the case that special arrangements need to be made.

Privacy Notice

In order to protect your privacy, course access is limited to those individuals who have direct responsibility for the quality of your educational experience. In addition to the instructor, a teaching assistant or college administrator may be provided access in order to ensure optimal faculty availability and access. World Campus technical staff may also be given access in order to resolve technical support issues.

One-Year Course Access

Formal instruction will end on the last day of class. Provided that you have an active Penn State Access Account user ID and password, you will continue to be able to access the course materials for one year, starting from the end date of the academic semester in which the course was offered (with the exception of library reserves and other external resources that may have a shorter archival period). After one year, you might be able to access the course based on the policies of the program or department offering the course material, up to a maximum of three years from the end date of the academic semester in which the course was offered. For more information, please review the University Course Archival Policy.

Additional Policies

If you have a crisis or safety concern, mental health services are available to you as a Penn State student. Crisis and emergency contacts are available, no matter where you are located:

• Anywhere in the United States: Call the Penn State Crisis Line at 1-877-229-6400 or text LIONS to 741741. You can also contact your local crisis services or hospital for emergencies.
• Outside the United States: Please contact emergency services in your current location. You can also use the International Crisis and Emergency Services listings.
• At University Park: Assistance is available at Counseling & Psychological Services (CAPS) locations on campus.
• At a Penn State branch campus: You can search for counseling information at your campus.

For information about additional policies regarding Penn State Access Accounts; credit by examination; course tuition, fees, and refund schedules; and drops and withdrawals, please see the World Campus Student Center website.

Penn State takes great pride to foster a diverse and inclusive environment for students, faculty, and staff. Acts of intolerance, discrimination, or harassment due to age, ancestry, color, disability, gender, gender identity, national origin, race, religious belief, sexual orientation, or veteran status are not tolerated and can be reported through Educational Equity via the Report Bias webpage.