Fordham University GRADUATE SCHOOL OF SOCIAL SERVICE SWGS 6009, Advanced Social Policy Analysis and Planning

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1 SWGS Fordham University GRADUATE SCHOOL OF SOCIAL SERVICE SWGS 6009, Advanced Social Policy Analysis and Planning COURSE DESCRIPTION This course further develops the analytical and political skills needed by social work leaders to effectively address the multiple and complex social issues affecting communities, organizations, planning and administration. Students are exposed to advanced policy analysis skills such as fiscal analysis of government budgets and legislative analysis. The course explores the different ways in which social policies are made and implemented at each level of government, and ways in which analysis can be used by administrators, community and organizational practitioners to affect purposeful change. This course builds on basic policy skills and research principles from foundation- year courses by applying them to questions of policy suitability and effectiveness. PLACE OF COURSE IN THE CURRICULUM This course is being offered by the Leadership and Macro Practice concentration and is available to all students in their advanced year regardless of their concentration. This course is required for all students who have selected Human Services Leadership (Focus A) as their plan of study in the advanced year. Students who have selected Community- based Practice and Leadership (Focus B) as their plan of study are encouraged to consider this course as one of their electives. RELATIONSHIP OF COURSE TO HUMAN RIGHTS, SOCIAL JUSTICE AND WELL BEINGS Throughout the course special attention is given to the ways in which interests are represented or excluded in the policy process and the implications for human rights and social justice. COURSE COMPETENCY OUTCOMES CSWE Competencies Related Practice Behavior (PB) Engage in policy practice to advance social and economic well being and to deliver effective services PB1) Analyze public, organizational, and community policies to determine the extent to which they are reflective of human rights and social and economic justice and advocate for change. * For more information on the specifics of the CSWE s educational policy related to competencies, go to ADVANCED SOCIAL POLICY ANALYSIS Master Syllabi 1

2 CSWE Competencies & PBs Course Objectives PB1 1. Building on foundation course macro content, students will develop advanced advocacy skills in the legislative arena including the range of approaches and practice styles possible for social work practice in legislative settings; 2. Advanced skills in researching, creating and interpreting policy- relevant budgetary and legislative information; 3. Communicate a critical understanding of the implications of planning, legislative and budgetary processes for the distribution of resources and principles of social justice in communities and organizations; 4. Further develop understanding of how policies affect communities and organizations and methods of involving communities and organizations in the policy process; 5. Identify possible roles of social workers within the policy process, including ethical use of policy analysis in furthering professional values and human rights; and 6. Refine skills in written and oral communication for effective leadership. 7. The capacity to develop and implement legislative strategies based on relevant conceptual frameworks and assessment of a range of factors, including environmental ones, power relationships, history, and resources. READINGS Required Text Haynes, K. S. & Mickelson, J. S. (2010). The practitioner s influence on policy. Affecting change: Social workers in the political arena (7 th ed.). Boston: Allyn and Bacon. Ward, R. (2006). New York State Government (2 nd ed.). Albany: Rockefeller Institute Press. COURSE REQUIREMENTS Assignment Contribution to final grade Budget Analysis 25% Legislative Background Paper 30% Legislative or Budget Brief 30% Interview with elected official or key staff person Other (e.g., participation, timeliness, attendance etc.) Guided Instruction Attendance, participation and class effort 15% ADVANCED SOCIAL POLICY ANALYSIS Master Syllabi 2

3 Guided Instruction To successfully complete this course, students are expected to participate in 15 sessions of one hour and fifty minute class and 10 hours of guided instruction time. In addition, students are expected to spend approximately 5 hours per week doing the assigned reading and working on the required written assignments for this class. For guided instruction, students will conduct an in person Interview with an elected official (or staff person if elected official is unavailable) to learn about the functions and the organization of the district office, how the district office relates to the community (methods of communication both ways, events, hearings), what committees does the elected official sit on, what are the key issues for the community, how does the legislator represent the communities interests, intergovernmental influences on legislators agenda, professional history of the elected official including how and why s/he became involved in politics, and challenges the legislator sees going forward. ASSESSMENT & GRADING The criteria for grading each of the assignments for this course are included in Appendix B. Grading Guide The criteria for grading the common assignments for this course are included in Appendix B. Grades for GSS are: A A B B B C C Below 70 F Tk20 You are required to use the Tk20 system to submit your common assignment paper. If the common assignment is an exam, no action needs to be taken in the Tk20 system. Your instructor will also provide a competency rating for your common assignment. ADVANCED SOCIAL POLICY ANALYSIS Master Syllabi 3

4 COURSE OUTLINE Module 1 September 4 Readings Introduction to the Class and Framework Setting Haynes, K. S. & Mickelson, J. S. (2010). The practitioner s influence on policy. Affecting change: Social workers in the political arena (7 th ed.). Boston: Allyn and Bacon. Chapters 1-2. Module 2 September 11 Description of module Readings VALUES AND FRAMING THE ISSUES: EQUITY AND RIGHTS Learning to frame social issues from different perspectives and goals Why and how framing matters Understanding the political view in policy analysis and advocacy Rights vs. Needs vs. Social Justice Kettner, P. M. (2002). Achieving Excellence in the Management of Human Service Organizations. Boston, MA: Allyn & Bacon, Chapter 8. Haynes & Mickelson, Chapter 4. Nyamu- Musembi, C. and Cornwall, A. (2004). What is the rights- based approach all about? Perspectives from International Development Agencies, IDS Working Paper 234 England: Institute of Development Studies. Matt Bai, The Framing Wars, New York Times Magazine, July 17, 2005, Suggested: Lakoff, G. (2004). /Don t think like an elephant: Know our values and frame the debate. Chelsea Green Publishing./ See youtube postings ADVANCED SOCIAL POLICY ANALYSIS Master Syllabi 4

5 Module 3 September 18 October 2 Description of module Readings WHO REPRESENTS US? Who are our legislators and how they represent constituents and constituencies The concept of representation Channels of representation Legislative districts and redistricting What motivates legislators to represent people How legislators serve constituent and constituency interests How legislators express constituents views Kurtz, K. T. (2006). Custodians of American democracy: Strong staff, strong institutions. State Legislatures, July/August: Ward, R. (2006). The governor and other statewide elected leaders and The legislature. New York State government, 2 nd ed. New York: Rockefeller Institute Press, pp Module 4 October 9 & 16 Description of module Readings AN INSIDE LOOK AT THE LEGISLATIVE PROCESS The range of issues with which legislatures deal and how they get on the agenda Study and deliberation and the critical role of standing committees Policy Formation: Problems, Agendas, and Formulation. Negotiation, compromise, and building consensus and putting together majorities Haynes & Mickelson, Chapter 6. Ward, pp. 1-10, ( A Broad Impact ), ( The Governor and Other Statewide Elected Leaders ); ( The Legislature ); ( The Judiciary ); ( Federalism: What is the Role of State Governments?) Suggested: Schneier, E.V., Murtaugh, J.B., and Pole, A. (2009). New York Politics. M.E. Sharpe, pp (Making Public Policy) Module 5 October 23 & 30 Description of module INTRODUCTION TO PUBLIC BUDGETING Public taxes to private revenues What is a public budget and why is it important? Who uses a budget? What distinguishes public budgeting from the budget of a corporation or a family? What factors influence budget outcomes? What is the difference between budgeting and accounting? What are the major components of a public budget? How many public budgets are there? ADVANCED SOCIAL POLICY ANALYSIS Master Syllabi 5

6 Readings Martin, L. M. (2000). Financial Management for Human Service Administrators. Boston, MA: Allyn & Bacon. Chapters 3 & 12. CBPP (2011). Where do our federal tax dollars go? Washington, DC: CBPP online Wildavsky, A., and Caiden, C. (2001). The New Politics of the Budgetary Process, Fourth Edition. New York: Addison- Wesley Educational Publishers, pp. 1-6 ( Budgeting as Conflicting Promises ) Ward, R. (2006). State government s biggest job: The budget (pp ); and The 3166 Local Governments (pp ). The New York State Executive Budget. Steele, R. and Albright, C. (2004). Games Managers Play at Budget Time, MIT Sloan Management Review, Spring 45 (3): Module 6 November 13 &20 Description of module Readings THE POLITICS OF POLICY: Entrepreneurs and lobbyists The range of groups that organize Understanding differences among advocates, lobbyists and policymakers Group resources and their uses in politics Approaches and techniques in lobbying Who has the power and why Kingdon, J. (1995). Agendas, Alternatives and Public Policies, 2 nd ed., NY: Harper Collins, pp Haynes & Mickelson, Chapter 7. Ward, pp ; ( The People s Government ) Hoefer, R. (2005, July). Altering state policy: Interest group effectiveness among state- level advocacy groups. Social Work (50) 3, Mehta, N. (Mar/Apr 2009). Nonprofits and lobbying. Business Law Today 18(4), http//apps.americanbar.org/buslaw/blt/ /mehta.shtml Reisch, M. (2002). Legislative advocacy to empower oppressed and vulnerable groups. In A. R. Roberts & G. J. Greene. (Eds.), Social workers desk reference (pp ). New York: Oxford University Press. Suggested Reading: Schneier, Murtaugh and Pole, New York Politics, pp ( Power, Pluralism, Opinion and the Permanent Government ) ADVANCED SOCIAL POLICY ANALYSIS Master Syllabi 6

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8 Module 7 November 27 December 4 Description of module Readings UNDERSTANDING THE POLITICS OF POLICYMAKING The role of citizens in the policy process and ensuring that their voices get heard Understanding the roles of the community in analysis and advocacy Giving voice to community members and individuals through analysis Holding public officials accountable Dalton, R. J. (2001). Citizen Politics (3rd ed.), NY: Chatham House, pp ; Bobo, K., Kendall, J. & Max, S. (2001). Choosing an issue and Holding accountability sessions. Organizing for social change (3 rd ed.). Santa Ana, CA: Seven Locks Press, pp & Rosenthal, B. B. & Mizrahi, T. (2004). Coalitions: Essential tools for organizing. In L. Staples (Ed.). Roots to power: A manual for grassroots organizing (2 nd ed.). Westport, CT: Praeger, pp Haynes & Mickelson, Chapter 8. Suggested Readings: Abood, S. (2007). Influencing health care in the legislative arena. Online Journal of Issues in Nursing 12(1). Freeman, I. C. (2004, Spring). Advocacy in aging policy: Working the bills on Capitol Hill(s). Generations (28) 1, Wade, K. & Bates, L. (2008). Advocacy starts at home. Nursing for Women s Health 12(3), ADVANCED SOCIAL POLICY ANALYSIS Master Syllabi 8

9 Module 8 December 11 &18 Description of module Readings INFLUENCING POLICYMAKING The importance of committees and staff persons Formulating strategy Developing strategic alliances Gatenio Gabel, S. & Kamerman, S.B. (2012). Effective policy writing for diverse audiences. In B. Simon & W. Green (Eds.) Columbia University guide to social work writing in the 21st century, Columbia University Press. Lens, V. (2005). Advocacy and argumentation in the public arena: A guide for social workers. Social Work (50) 3, McGrath, C. (2007). Framing lobbying messages: Defining and communicating political issues persuasively. Journal of Public Affairs 7(3), Suggested Readings: Taylor, J. (2011). Legislative History Research: A Basic Guide. Congressional Research Service. Judis, J. (2000). The Paradox of American Democracy: Elites, Special Interests, and the Betrayal of Public Trust. Routledge Francis and Taylor, chs. 1-6 Meredith, J. C. & Dunham, C. (2004). Real clout: Rules and tools for winning public policy campaigns. In L. Staples (Ed.), Roots to power: A manual for grassroots organizing (2 nd ed.) Westport, CT: Praeger, pp Van Horn, C., Gormley, W.T., and Baumer, D.C. (2001). Politics and Public Policy, 3rd ed. CQ Press, Ch. 8, Communicating with Congress, ADVANCED SOCIAL POLICY ANALYSIS Master Syllabi 9

10 Appendix A: Supplemental Readings Abood, S. (2007). Influencing health care in the legislative arena. Journal of Issues in Nursing, 12(1). CBPP (2011). Where do our federal tax dollars go? Washington, DC: CBPP. Freeman, I. C. (2004). Advocacy in aging policy: Working the bills on Capitol Hill(s). Generations (28) 1, Gosling, J. J. (2006). Budgetary Politics in American Governments. New York: Routledge. 4th edition. Johnson, D.W. (2009). Laws that Shaped America. Routledge. Judis, J. (2000). The Paradox of American Democracy: Elites, Special Interests, and the Betrayal of Public Trust. Routledge Francis and Taylor. Kingdon, J. (1995). Agendas, Alternatives and Public Policies. NY: Longman. MacRae, D., and D. Whittington (1997). Expert Advice for Policy Choice: Analysis and Discourse. Washington, D.C. Georgetown University Press. Meyers, R. (ed.) (1999). Handbook of Government Budgeting, San Francisco: Jossey- Bass Publishers. Rubin, I., (2006). The Politics of Public Budgeting. C.Q. Press, 5th edition. Schick, A., (2007). The Federal Budget Politics, Policy and Process, 2nd revised edition, The Brookings Institution Press. Schneier, E.V., Murtaugh, J.B., and Pole, A. (2009). New York Politics. M.E. Sharpe. Steele, R. and C. Albright (2004). Games Managers Play at Budget Time, MIT Sloan Management Review, Spring, 45 (3): SMR Stone, D. (1997). Policy Paradox, NY: Norton. Taylor, J. (2011). Legislative History Research: A Basic Guide. Congressional Research Service. Van Horn, C., Gormley, W.T., and Baumer, D.C. (2001). Politics and Public Policy, 3rd ed. CQ Press. Wade, K. & Bates, L. (2008). Advocacy starts at home. Nursing for Women s Health 12(3), Weimer, D. and A. Vining, (1999). Policy Analysis Concepts and Practice. Saddle River, NJ: Prentice- Hall. Werner, A., (2004). A Guide to Implementation Research. Washington, D.C.: Urban Institute Press. Wildavsky, A. and Caiden, N., (1998). The New Politics of the Budgetary Process, 5th edition, by Longman. Williams, W. (1998). Honest Numbers and Democracy. Washington, D.C.: Georgetown University Press. ADVANCED SOCIAL POLICY ANALYSIS Master Syllabi 10

11 APPENDIX B: Common Assignment & Grading Rubric Budget or Legislative Policy Brief Using the budget analysis/summary and/or the legislative background paper, write a legislative brief directed to the Executive and Legislature in support or opposition to a bill on behalf of your agency on a topic of interest. A legislative brief analyzes a bill considered in the legislature. It is similar to other types of policy analyses, in that it carefully considers the effects of proposed policy change on specific populations, systems, or processes. Unlike policy analysis, the legislative analysis focuses on the effects of a particular piece of legislation. The brief should include: 1) a heading consisting of the bill number, the version of the bill being analyzed, and the bill's sponsors (if the same bill is being considered in both houses of the legislature, then both numbers are included), 2) brief statements summarizing the intent of the bill, 3) the bill's legislative history, 4) a description of the bill in more detail; 5) the cost and anticipated effects of the bill on populations or sectors of interest, and 6) the entity s support or no support for the proposed change made by the bill. An analysis usually is easier to understand than the bill itself because it is written in narrative style and organized by topic, with the bill's key provisions described first. Legislative offices at most levels of government provide analyses of pending laws. Information on previous legislation can be retrieved from Westlaw - Public Access (WESTPAC) and LexisNexis Academic Universe. If the Executive office introduces legislation, it is accompanied by a bill summary, sometime called a bill jacket, summarizing the need for the bill and its provisions. Bills introduced by federal or state houses of the legislature, have similar bill summaries accompanying them. In New York State, for example, the Legislature maintains an online service that provides the bill text, summaries, sponsor memos, calendars and floor votes. Other proprietary and restricted access services are available as well. ADVANCED SOCIAL POLICY ANALYSIS Master Syllabi 11

12 Grading Rubric for Common Assignment Practice Behavior Not Competent Developing Competency Competent Advanced Competence PB1) Analyze public, organizational, and community policies to determine the extent to which they are reflective of human rights and social and economic justice and advocate for change. The student does not correctly identify the legislative process and community roles in public policy making, and is unable to utilize basic budget and legislative policy analysis skills to develop a persuasive policy brief promoting economic and social justice and human rights. The student is able to identify fundamentals of policymaking process and relevant stakeholders, and utilizes rudimentary policy analysis skills related to writing a persuasive policy brief promoting human rights and social justice but is unable to provide comprehensive recommendations. The student is demonstrates competency in at least three of the following four areas: is able to identify community, organizational and policymaker roles; indicates a solid understanding of the policymaking process and opportunities for influence; demonstrates satisfactory policy analysis skills; and identifies comprehensive recommendations to address the advancement of social and economic justice and human rights. The student is able to identify the public, community and organizational roles in the policymaking process and opportunities for influence, demonstrates advanced policy analysis skills, and is able to write a persuasive policy brief that includes comprehensive and relevant recommendations to address the advancement of social and economic justice and human rights. ADVANCED SOCIAL POLICY ANALYSIS Master Syllabi 12

13 University Policies of Academic Integrity APPENDIX C: PLAGERISM A university, by its nature, strives to foster and recognize originality of thought. Originality can only be recognized, however, when people acknowledge the sources of ideas and works that are not their own. Therefore, students must maintain the highest standards with regard to honesty, effort and performance. Violations of academic integrity include, but are not limited to, plagiarism, cheating on exams, false authorship and destruction of library materials needed for a course. This policy gives definitions and instances of violations of academic integrity, the procedures used to arrive at a judgment, possible sanctions and the processes of appeal. This policy will be enforced rigorously and without discrimination. Violations of Academic Integrity: A. Plagiarism: Plagiarism occurs when individuals attempt to present as their own what has come from another source. Plagiarism takes place whether such theft is accidental or deliberate. Examples of plagiarism include but are not limited to: Using the ideas of another person, whether or not such ideas are paraphrased, from whatever source including oral, print, broadcast or computer- mediated communication. Rewriting borrowed material by simply dropping a word here and there, substituting a few words for others, or moving around words or sentences. Presenting borrowed material without placing quotation marks around borrowed material in the approved style. It is no defense to claim that one has forgotten to do so. Presenting as one s own an assignment, paper or computer program partially or wholly prepared by another person, whether by another student, friend, or by a business or on- line service that sells or distributes such papers and programs. B. Cheating: Cheating occurs when individuals share course materials or information when it is unauthorized or prohibited. Examples of cheating include but are not limited to: Having or using unauthorized material at an examination, test or quiz, or copying another student s assignment or laboratory report. Permitting another student to copy an assignment, paper, computer program, project, examination, test or quiz. Obtaining and/or using an examination, test or quiz prior to its administration. Having another person act as proxy and take an examination, test or quiz. C. Additional Violations of Academic Integrity: Additional violations of academic integrity include but are not limited to: Theft, destruction or tampering with library materials, audio and videotapes, computer hardware or software, or other materials necessary for a course. The submission or presentation of a falsified excuse for an absence from a course requirement, examination, test or quiz. ADVANCED SOCIAL POLICY ANALYSIS Master Syllabi 13

14 The presentation of false identification or credentials in order to gain admission to a course, examination, test, quiz or degree program. Submission of a paper or project to more than one course during the time in which a student is attending Fordham University, without explicit permission from the instructors. The penalty for students found guilty of plagiarism and other violations of academic integrity may range from failure for the assignment or course to dismissal from the program. ADVANCED SOCIAL POLICY ANALYSIS Master Syllabi 14

15 APPENDIX D: STUDENTS WITH DISABILITIES Students With Disabilities Office of Disability Services The Office of Disability Services at Fordham University helps to ensure equal educational access and opportunity for all members of our community. In the Jesuit tradition of cura personalis, members of the ODS staff work individually with each student to understand his or her strengths and limitations in order to develop their most effective and comprehensive accommodation plan. In addition to working in a direct service capacity with our students, the Office of Disability Services also collaborates with administrators, faculty, and staff to ensure that the facilitation of reasonable and appropriate accommodations for students with documented disabilities is provided. As a University, Fordham will offer reasonable and appropriate auxiliary aids and services to assist otherwise qualified persons in achieving access to its programs, services, and facilities once documentation is submitted to ODS and an intake appointment is conducted to develop an accommodation plan directly with the student in accordance with Section 504 of the Federal Rehabilitation Act of 1973 and Title III of the Americans with Disabilities Act of The Office of Disability Services believe that their policies and mission carry out the intent of Section 504 of the Federal Rehabilitation Act, which states: "No otherwise qualified individual with a disability in the United States, as defined in section 7(20), shall solely by reason of his or her disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance." Please go to the Office of Disabilities for documentation guidelines according to type of disability. The website address is: You can also contact the Office of Disability at ADVANCED SOCIAL POLICY ANALYSIS Master Syllabi 15