College of Professional Studies | Child Development Department |link to HSU   

CD 479 Policy Analysis and Advocacy

Monday and Wednesday 4 – 5:20 PM Spring 2005
Instructor: Claire G. Knox
Office: Art 22
Phone: 826-5854

Website: http://www.humboldt.edu/~cgk1
Email:cgk1@axe.humboldt.edu
Office hours: TBA

Catalogue Description

Analyze public/private policies affecting families. Methods of influencing family policy development.

 

Prerequisites

Senior standing; completed core in Child Development or family studies minor.

 Texts

Debow, K & Syer, J. C. (2003). Power and politics in California (7 th ed.). New York : Pearson Longman.

Kraft, M.E. & Furlong, S.R. (2004). Public policy: politics, analysis and alternatives. Washington D.C. : CQ Press, Congressional Quarterly Inc.

Additional readings will be provided on MOODLE and in the CD resource room.

Resource for preparation of ALL documents:

American Psychological Association (2001). Publication manual of the American Psychological Association (5 th ed.). Washington D.C. : American Psychological Association.

Objectives

This course is designed to provide experiences that will assist students in acquiring an understanding of the complex relationships between private and public policies and families in the US and particularly in California . The coursework will examine the policy development process and strategies for influencing policy development and decision-making. Students are expected to:

Mode of Instruction

This is a senior seminar and students are expected to come prepared to engage in discussion and work. Some sessions (particularly in the beginning) will follow a lecture/discussion format while others will follow a more workshop-like format. Students will work in groups for a substantial amount of the course and will participate in providing peer feedback on one another’s work. Professional participation standards will be followed. These include a) coming to class with readings and materials thoughtfully prepared, b) respectfully listening to the contributions of others and actively supporting participation of all members of the class, c) providing grounded, respectful and thoughtful input to work and discussions. We have a special opportunity to learn together in an environment that will be as safe and interesting as we make it.

Course Requirements

There will be several different types of assignments in this class including substantial reading, short papers, drafts, an exam, and a major policy analysis and oral presentation. Occasionally unscheduled quizzes or in-class writing assignments may occur. Each of the assignments is described later in this document. Make sure you read and follow guidelines provided for all assignments.

If you have questions, please ask me. There have been some changes to the course since the last time it was taught. Asking students who have taken the course before or relying on material offered from a previous class could be very confusing and potentially damaging to your success.

Assignment preparation:

All written assignments must be prepared following APA formats for the document as well as the citations and references. Written assignments should be professionally presented. Proof read for spelling, grammar and appropriate word use. If you have doubts, check Chapters 2 and 3 of the APA Manual. Pay attention to the writing rubric for this class. It will be used to evaluate/grade assignments and you can use it as a way to self-evaluate your work. In addition to appropriate grammar, spelling, etc., be careful to use specific and appropriate policy terms, anti-bias language and effective headings for sections of any paper. Since a number of projects will be the result of group work, think about how you are going to put documents together so there is a consistent style and voice to the final product.

All written assignments are to be completed on a computer. Save your assignments to disc and make sure you have a backup. Some assignments will be complete in stages during which you will receive peer feedback on your drafts. Be sure to integrate this feedback in your subsequent edits.

Group work

Policy groups will form early in the semester and engage in several exercises together as well as the final policy analysis and presentation. A group may be composed of no fewer than 3 and no more than 4 students. Some time will be provided in class for group work on the final policy analysis and presentation, but students must arrange time to meet outside of class to discuss and prepare this assignment. It should be possible to complete all other group work during class sessions. When group work results in written material (including the final policy analysis) one document is to be submitted by the group bearing the names of all group members.

Group members are expected to participate actively and ethically with their members. Collaboration skills are critical for professionals serving children and families. We have all run into circumstances where we would not have a personal relationship with people we are working with. Your policy groups are not about personal relationships. Policy groups are about professional relationships. The tasks at hand are the critical element and should always be the foremost in your mind. I encourage you not to join groups with your friends. Rather, seek out people who are interested in policy topics that interest you. Use this as an opportunity to practice networking and communication skills you will use daily in your professional life. If your friends happen to share your interests, that’s fine, but it should be a secondary, not a primary consideration. I will ask groups to document work done by members, including who acts as scribe for all activities (pass this responsibility around so everyone gets credit), and out of class meeting times and attendance. Support and encourage one another’s efforts. If you begin to run into any problems with managing group efforts, please contact me.

Regrettably occasions do sometimes arise when it may be necessary for a group to request that a member separate him or herself from the group. This request must only occur after other attempts have been made to resolve the problem. A request of this kind might occur if the member 1) repeatedly fails to attend group meetings, 2) is unprepared to contribute at meetings or does not follow up on responsibilities, 3) fails to work constructively with others in the group (i.e. controls, dominates, undermines or demeans other members), and/or 4) if unwilling to genuinely and flexibly engage in planning and/or problem-solving. If problems are developing, group members are expected to discuss the problem and brainstorm possible solutions together. Blaming is not an appropriate approach to problem solving. Ironically problem solving in groups of adults is structurally very similar to problem solving in groups of children. Remember to use I-messages, active listening and a balanced approach to problem definition. I will also be available to consult with the group or with individuals within the group, should the group decide that would be helpful. If the situation cannot be remedied through such conversations, a formal request that the individual leave the group must be made to the instructor including a rationale for the request. If a member is separated from the group, that individual is expected to complete the assignments alone.

Assignments:

Attendance*, participation and class exercises

Grading

 Course grades will be based on the average of the scores received on all assignments. The Policy presentation, policy paper will weighted to count as 3 assignments. The advocacy journal or handbook will be weighted and count for 2 assignments.

9 = A, 8 = A-, 7 = B+, 6 = B, 5 = B-, 4 = C+, 3 = C, 2 = C-, 1 = D, 0 = F

*Please note: An “A” demonstrates that a student has:

Students will not receive “A’s” for simply meeting basic requirements. As described above, a student receiving an A would clearly demonstrate strong performance in all graded areas. Refer to the grading rubric for requirements for each grade.

Absences

Because advance preparation and participation in class is essential to completion of all assignments, absences are a serious problem. There are a limited number of class meetings available to construct the foundations for the presentations. Please come and come prepared to participate.

It will not be possible to receive an A for attendance and class work with more than three absences. In the event that absence results in non-participation in a group meeting or non-completion of a class activity, the student will receive a “o” for the assignment as well as due to the absence.

6 absences - Highest COURSE grade possible = “D”

9 absences - “F” automatic for the COURSE

In every case, it is your responsibility to stay in touch, to contact me regarding your absence, to make up any work missed, and to be prepared when in class. We all experience emergencies from time to time; it is not my intent to penalize people who get caught in such circumstances. As always, communication is critical.

Policy on due dates and make up work

Work is due at the beginning of class on the days indicated on the working calendar. Changes in due dates may occur and will be announced in class. It is the responsibility of students to keep track of this information. Because of the design of the course, there really is no option for late or makeup work. Most of the work will be directly linked to in class activities.Once that activity is passed the work really can’t be fully completed. If you are ill, have a friend drop off your work before class on the day it is due. If late or make up work is accepted, it probably will not be graded until the end of the semester.

 Plagiarism and Academic Dishonesty

Don’t! Plagiarism and academic dishonesty are unprofessional behaviors under all circumstances and will endanger your grade, your standing in the department and your ability to receive a positive reference from faculty, to say nothing of being a total waste of your time, money and opportunity to learn. Read your catalogue. It describes university policy with regard to disciplinary action. If you don’t have a catalogue, I will be happy to provide you with a copy of that section of the current catalogue. Using observation data collected by someone else without crediting the source is plagiarism. Making up data on a child rather than doing an actual observation is dishonest; this qualifies as cheating and is cause for an automatic F in the course.

If you have any questions about a specific situation, consult the APA manual or a faculty member. It is your responsibility to understand what constitutes plagiarism and academic dishonesty. Plagiarism of the members of our community, students, staff and faculty, is as heinous a crime as plagiarism of printed, electronic or presented material originating outside our community. Cheating, misrepresentation and other forms of academic dishonesty are not tolerable in a professional community. Responsible ethical behavior is essential as a foundation for our profession.

Cell phones and other disturbances

Respect for the shared processes of the classroom is a basic professional courtesy. If you need to be available by cell phone for some reason, please set the cell phone to the vibration mode so that it does not ring during class. If you must answer your cell phone, please QUIETLY get up and leave the room to do so. When your business is complete, QUIETLY return to your seat. Noise that interrupts discussion and detracts from communication is not welcome. Do not interrupt class to ask questions about what you may have missed. Check with me after class or by email.

Special support and special circumstances

If particular aspects of the course structure, readings or assignments present particularly difficult challenges for you and you would appreciate further assistance, please contact me immediately or contact Student Services. I will be happy to work with you and with other support staff on our campus. It is my intent that all students have every possible access to maximizing their learning. We can’t help if you don’t contact us.

So what have I forgotten???

If you don’t have a chance to ask in class, email me. That way I can forward the answer to the class list and then everyone gets the benefit of your having asked the question, unless of course you would prefer that I not do so. If you have an idea about how to do something more effectively, let me know. The better we communicate, the better the experience will be for everyone.