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HONORS 131 Problem-‐Solving in Government Fall, 2014 Tuesdays and Thursdays: 1:30 -‐ 2:45 p.m. West 1001 Professor Laurie O. Robinson Clarence J. Robinson Professor of Criminology, Law and Society George Mason University Office: 214 East Building Phone: (703) 993-‐2162 Email: [email protected] Office Hours: Thursdays 3:00 to 4:00 p.m. Or by appointment 1 Course Description and Goals How do individuals in government (whether at federal, state or local levels) and in public service tackle problems and work effectively to address them? How do federal agencies interact successfully with local communities to solve problems? And how can an individual government employee -‐-‐ or an individual in non-‐governmental public service -‐
-‐ make a difference as an effective "change agent"? In this course we discuss the nuts and bolts of creative problem-‐solving in government and how that can have an impact. To do that, we initially focus on one program -‐-‐ the U.S. Department of Education's Promise Neighborhoods Initiative, based on the model of Geoffrey Canada's Harlem Children's Zone. We see how it is being implemented in a low income community in Northeast Washington, D.C. We then turn to look at the bigger picture: How the federal government tackles problems on a broader scale, and the challenges and complexities involved. To do that, you will have the opportunity to engage with, and hear from, several guest speakers with “front line” experience in government. As part of the course, students complete a semester-‐long research project. They select a problem currently being addressed by a community, government and/or a public service organization; identify one or more "change agents" involved; research and track down pertinent background data (citing at least 3 academic sources); explore key public and private sector partners; analyze barriers to accomplishing the goals; and identify key principles involved in effective action. Students offer their own assessment of the issues and propose solutions to the problem. In addition to their final report, students summarize findings in a brief (5 min.) PowerPoint for presentation in one of the class's final sessions. One Friday field trip is also planned for students in this class. During this session, we will have the opportunity to visit the Kenilworth Promise Neighborhood Initiative site in Northeast Washington and meet and talk with the site’s leadership and with community representatives – and see “on the ground” an example of what’s involved in implementing a complex federal program. This field trip will be held on the date listed below. Students are urged to put this date on their calendars and plan to participate: Friday, Oct. 24 D.C. Promise Neighborhood site Kenilworth Neighborhood, Northeast D.C. 2 This course can help students in: • understanding "behind the scenes" how government works, what factors are key in making it work more effectively, some of the challenges involved, and how individual "change agents" in public service can make a difference; • undertaking policy-‐oriented research, and analyzing and synthesizing a broad array of data and information; and • building skills in effectively presenting findings and making public presentations. Class Sessions Student participation will be a key feature of this course. For that reason, students are expected to attend each class and regularly engage in discussion about the reading and the material presented in class. Active class participation will thus constitute 25% of your final grade. In September, I will be holding individual sessions with you about the research topic you have selected and the approach you plan to take in pursuing it. Mid-‐semester, we’ll devote one class to progress reports from each of you on your research projects. In addition, guest speakers will join us for several classes to share their perspectives on government problem solving. In the final three classes, you will be center stage, sharing the primary findings from your research via PowerPoint presentations. Electronic Devices: No computers are allowed in class except by special permission for those with disabilities. I suggest you take notes with pen and paper. Do not text during class. If I observe you texting, I will ask you to leave. Course Requirements: 1. Each student will prepare over the course of the semester a 1500 to 2000-‐word policy-‐oriented research paper as described above (page 2 of the syllabus) (due December 4). 3 2. Two short papers (500 words each) are required (due Aug. 28 and Sept. 16), as well as one progress report on your research paper (250 -‐ 350 words) (due Oct. 23) and a 5-‐minute PowerPoint presentation (for one of the three final classes). 3. There will also be a writing assignment for students who cannot participate in the field trip -‐ a one-‐page paper (250 words) on a topic relating to the Promise Neighborhood Program (due at the following class session). More information on this will be posted on Blackboard. 4. Active participation in class, as noted above, is a key expectation in this course. Students should therefore plan to have read the entire reading assignment before class. You should also be prepared to answer the study questions for classes which are provided on Blackboard. There are several ways you will be held accountable for the reading: through in-‐class writing assignments and through active participation (including exercises that require you to apply the lessons of the reading) in both class and small group discussions. 5. Good writing skills will be important in this class. If you need to improve your writing, I encourage you strongly to seek help from the University Writing Center early in the semester since poor writing, grammar or punctuation problems will affect your grade. (http://writingcenter.gmu.edu/) 6. Regular attendance in this class is expected because of the importance of class participation. If you anticipate the necessity of having to miss class, it is your responsibility to email the professor in advance. Unexcused absences will affect your final grade. Course Evaluation/Grading: 45% -‐ Final research paper (1500 to 2000 words) (You will be evaluated on factors set out on page 2 of the syllabus, including analysis of the problem and discussion of change agent/s, other key partners, barriers, and proposed solutions; thorough-‐ ness of your research and how you document that; your citation of at least 3 academic sources; quality and polish of your writing; and the paper's structure.) 25% -‐ Active class participation and regular attendance in class. 20% -‐ Short papers and progress report. 10% -‐ Final PowerPoint presentation. 4 Grading scale: 94-‐100% A 74-‐76% C 90-‐93% A-‐ 70-‐73% C-‐ 87-‐89% B+ 60-‐69% D 84-‐86% B Below 60 F 80-‐83% B-‐ 77-‐79% C+ Exam Policy: There is no exam in this course. Required Reading: Students in this seminar will be reading all or parts of three books, as well as other material (e.g., about the Promise Neighborhood Initiative and government data-‐driven performance reviews) that will be posted on Blackboard or for which Web links are provided in this syllabus. Required books: • Tough, Paul. (2009). Whatever It Takes: Geoffrey Canada's Quest to Change Harlem and America. New York, NY: Houghton Mifflin Harcourt. • Kettl, Donald F. (2009). The Next Government of the United States: Why Our Institutions Fail us and How to Fix Them. New York, NY: W.W. Norton & Company, Inc. Chapters 1 -‐ 2; 4; 6 -‐ 7. Appendix. • Strunk, Jr., William and E.B. White. (2000). The Elements of Style, 4th Edition. Boston, MA: Allyn & Bacon. This is a compact guide to good writing, originally published in 1919. Written communication skills are a key ingredient in your success professionally -‐-‐ and in this class. Students with Disabilities: If you are a student with a disability and you need academic accommodation, please see me and contact the Disability Resource Center at 703-‐993-‐2474. All academic accommodations must be arranged through that office. 5 Academic Integrity: GMU has an Honor Code that requires all students to pledge not to cheat, plagiarize, steal or lie in matters related to academic work. All work submitted to fulfill course requirements is to be solely your product. You may not rely on projects, papers, or any other written work previously prepared by another student, and no paper or work of any type submitted in partial fulfillment of the requirements of another course may be used a second time to satisfy a requirement. No assistance is to be obtained from commercial organizations which sell or lease research help or written papers. Footnotes and attribution are required. All violations will be reported to the Honor Committee. For more information see http://oai.gmu.edu/understanding-‐the-‐honor-‐code/ Enrollment: Students are responsible for verifying their enrollment in the class. Schedule adjustments should be made by the deadlines published in the Schedule of Classes. Last day to add classes is Tues., Sept 2; last day to drop classes is Fri., Sept. 26. After the last day to drop a class, withdrawing from this class requires the dean’s approval and is only allowed for nonacademic reasons. Communications: Students must activate their Mason email account, use it to communicate with the Honors College, and check it regularly for University information, including messages about this class. Email is the most efficient way to reach me; I check email frequently. Class Schedule: Tues., Aug. 26 Introduction and overview Purposes and goals of the course; specific expectations Problems, problem-‐solvers and change agents Assignment for first class: Tough, Chapters 1 -‐ 3. Thurs., Aug. 28 "Change agents" and problem solvers in public service What are the key factors that make change agents effective? Launching your research project Developing your topic; identifying data/resources. 6 Tues., Sept. 2 Thurs., Sept. 4 Tues., Sept. 9 Assignment: Two-‐page paper (500 words) due: Who is an effective problem-‐solver/change agent in U.S. government (or other public service) past or present? Spell out your reasoning as to why. What factors make the person a successful change agent? Who affects and influences change? A refresher about government structure What do government agencies do? Can government employees make a difference? The constellation of other players -‐ from Capitol Hill and interest groups to think tanks and non-‐profits The federal grants process. Assignment: Tough, Chapters 4 -‐ 6. Review study questions (posted on Blackboard) covering Chapters 1 -‐ 6. Geoffrey Canada's vision What inspired the Harlem Children's Zone? Its mission and the importance of early intervention Assignment: Tough, Chapters 7 -‐ 8. Read back-‐ ground material on Harlem Children's Zone posted on Blackboard. Be prepared to answer and discuss study questions in class about Chapters 1 -‐ 8. The Harlem Children's Zone (HCZ) Impact and evaluations Assignment: Evaluations of the HCZ (See three links below): http://scholar.harvard.edu/files/fryer/files/hcz_nov_2010.pdf http://www.brookings.edu/research/reports/2010/07/20-‐hcz-‐whitehurst http://blog.promiseneighborhoodsinstitute.org/hcz-‐responds-‐to-‐brookings/ The broader national debate on reforming public education Film: Waiting for Superman Assignment: Tough, Chapters 9, 10, 11 and Afterword. The broader national debate on reforming education (Cont.) Film: Remaining portion of Waiting for Superman. Assignment: Two-‐page paper (500-‐words) due: Describe the Thurs., Sept. 11 Tues., Sept. 16 7 Thurs., Sept. 18 topic you have chosen for your research paper; how you plan to approach and develop it; and the resources you anticipate drawing on (i.e., your research plan). Be prepared to discuss in class questions on Blackboard. Federal Promise Neighborhood Initiative (PNI) Origins and vision; launch of the federal program PNI's first years: Achievements, challenges, appropriations Assignment: Read (1) PNI material on Blackboard and (2) NY Times article on closing the achievement gap at http://www.nytimes.com/2014/01/27/education/intensive-‐tutoring-‐and-‐counseling-‐
found-‐to-‐help-‐struggling-‐teenagers.html?hpw&rref=education&_r=1 (3) paper exploring how HCZ lessons could be built into PNI: www.familyimpactseminars.org/s_dcfis36report.pdf
Be prepared to discuss study questions on Blackboard in class. Tues., Sept. 23 Thurs., Sept. 25 Tues., Sept. 30 (Note: A portion of this class will be devoted to meetings with individual students about your research paper topics.) Individual meetings with students Professor will continue individual meetings with students about your Sept. 16 papers/research topics. Assignment: Strunk & White: All chapters Federal government grant agencies -‐ and the Neighborhood Revitalization Initiative (NRI) Guest speaker: Elizabeth Griffith Associate Deputy Director, Bureau of Justice Assistance U.S. Department of Justice, Office of Justice Programs Topic: "NRI -‐ Making a difference through innovative federal spending and technical assistance" Assignment: Read material on NRI on Blackboard. The D.C. Promise Neighborhood Initiative (DCPNI) site The challenges and the promise; progress to date Assignment: Read (1) material on Blackboard on DC Promise 8 Neighborhood Initiative (DCPNI) and (2) Urban Institute report, entitled, "Bringing Promise to Washington DC: The DC Promise Neighborhood Initiative" at http://www.urban.org/publications/412486.html Thurs., Oct. 2 Tues., Oct. 7 Thurs., Oct. 9 Tues., Oct. 14 Thurs., Oct. 16 Review study questions on Blackboard; be prepared to discuss. GMU's Library: What resources it can offer for your research projects Guest speaker: Janna Mattson, MLS Social Sciences Liaison Librarian, Mercer Library, Prince William Campus, GMU Note: This class will be held at the Johnson Center in Library Instruction Room #228 on the 2nd floor. How do we know government is making a difference? The use of data-‐driven performance reviews to spur agency productivity and effectiveness CompStat/StateStat Assignment: "A Guide to Data-‐Driven Performance Reviews" by Harry Hatry and Elizabeth Davies at How do we know government is making a difference (cont.) Assignment: Be prepared to discuss study questions (posted on Blackboard) in class. Progress Report forms will be distributed to students (due on Thursday, Oct. 23). Function and dysfunction in Washington -‐ A look at problem-‐ solving (or not) on Capitol Hill: Have things gotten worse? Assignment: McPherson, Harry. (1972). A Political Education: A Washington Memoir. Ch. 5. (This book by a longtime Wash-‐ ington insider describes Lyndon Johnson's time as Senate http://www.urban.org/publications/1001559.html No Class (Due to Columbus Day holiday, GMU Monday classes meet this Tues., rather than Tuesday classes.) 9 Majority Leader and President. (Posted on Blackboard.) Come to class with two current or recent examples of Congressional efforts at problem-‐solving – one that worked and one that appeared to fail. An insider’s look at Capitol Hill and the legislative process Guest Speaker: Jim Morhard, Former Staff Director, Senate Appropriations Committee Progress reports on research work Students provide written and oral reports in class on status of research for final paper. Assignment: Progress Report due (250 -‐ 350 words) Fri., Oct. 24 Tues., Oct. 28 Thurs., Oct. 30 Field trip to Northeast Washington to visit D.C. Promise Neighborhood site in Kenilworth Neighborhood Assignment: Read “How to Evaluate Choice and Promise Neighborhoods” http://www.urban.org/publications/412317.html Tues., Nov. 4 This class will be cancelled due to the 10/24 field trip. Federal leadership in law enforcement: Challenges and rewards Guest speaker: B. Todd Jones, Director Bureau of Alcohol, Tobacco, Firearms and Explosives (ATF) U.S. Department of Justice Short papers (250 words) due from students who did not participate in field trip. A case study in problem solving in the federal government: Government reorganizations Guest speaker: Geoffrey Laredo, Senior Advisor Office of Science Policy & Communications National Institute on Drug Abuse (NIDA), NIH Assignment: Read article about NIDA on Blackboard. Tues., Oct. 21 Thurs., Oct. 23 10 Thurs., Nov. 6 Tues., Nov. 11 Thurs., Nov. 13 Tues., Nov. 18 Thurs., Nov. 20 Tues., Nov. 25 Thurs., Nov. 27 Tues., Dec. 2 Thurs., Dec. 4 The nuts-‐and-‐bolts of federal government problem solving: The broader context Assignment: Kettl, Chapter 1 and 2. Be prepared to discuss study questions (posted on Blackboard) in class. Strategies for tackling problems The routine and the non-‐routine; boundaries, vending machines, and accountability Assignment: Kettl, Chapter 4. Be prepared to answer study questions (posted on Blackboard). Practical approaches to problem-‐solving -‐-‐ from a 32-‐year CIA veteran Guest speaker: Alan More, GMU Career Services (He will also address opportunities for employment in the federal government.) Government and problem solving Looking ahead to models for change Assignment: Kettl, Chapter 6 and 7 and Appendix Be prepared to discuss study questions (posted on Blackboard). No class. (Professor attending American Society of Criminology meeting in San Francisco.) Final presentations Assignment: PowerPoint presentations (1/3 of class) THANKSGIVING Final presentations Assignment: PowerPoint presentations (1/3 of class) Final presentations Assignment: PowerPoint presentations (1/3 of class) All students' final papers due. 11