ClassInfo

A2. Team Problem Definition Memo(10%)

A3. Team Evidence Memo (10%)

A4. Team Alternatives Memo (15%)

A5. Team Policy Poster (15%)

A6. Team Policy Brief (20% including self-and peer assessment)

A7. Individual Elevator Speech Video and Memo (20%)

By the end of the semester, students should be able:

• To obtain basic knowledge and terminology of budgeting and financial management;

• To summarize budgetary process, revenues, and expenditures of a public or nonprofit organization;

• To apply basic tools of financial analysis, such as break-even analysis and marginal cost analysis, in making simple financial decisions;

• To know how financial information is organized and reported in the accounting system;

• To interpret data in financial statements and relate them with each other; and

• To determine and calculate financial ratios to assess financial condition

There will be a first exam (30 points) and a second exam (30 points) for this course taken at the Humphrey School. The first exam will be an analysis of a real budget and real financial statements of nonprofit and public organizations, word questions, and financial problems. The second exam will be an analysis of real annual financial reports of nonprofit and public organizations, word questions, and financial problems. The second exam ONLY covers material from the second half of the course.

The final assignment is a group project in which you will review the financials of a real government or nonprofit organization and present your findings to the class in person. You will be assigned to groups in the second week of class. The group should submit a 5+ page paper of your findings at the last class. The group will also present a power point presentation (no more than 10
minutes) of the findings at the last class. The group should provide me a copy of the power points and any other information that would be helpful. This group paper (20 points) and presentation (8 points) are worth 28 points.

About the course:

Politics is messy, complex, unpredictable, and sometimes ugly. Yet, many of us want to work in environments that are heavily influenced by politics. So how do we make sense of the political world around us? How do we navigate it? How do we understand the behavior and choices of the political actors around us? How do we make our own choices - whether it's what issues to work on, what solutions to propose, whom to align ourselves with - that lead to desired outcomes?

To understand the politics of public affairs, it can be helpful to understand what motivates people who work in and around politics. Is it party, ideology, public opinion, the laws or the Constitution, personality, or a combination of these factors? During the semester, we will examine these, and other, factors and discuss to what extent they help us understand real-world policy issues and outcomes.

About the instructor:

Henriët grew up in the Netherlands and moved to the United States in 2003 for her graduate studies in political science at the University of Minnesota. She currently works as a research and management consultant within Minnesota state government. Prior to that, Henriët worked for the Minnesota House of Representatives as a non-partisan analyst in the Fiscal Analysis Department. She also held positions as an assistant professor at St. Olaf College (MN) and Susquehanna University (PA), where she taught courses on American politics, campaigns and elections, public opinion, and research methods.

This is an intermediate course in microeconomics that focuses heavily on the economic tools relevant for public policy discourses. Eligible students are (1) those who have already taken an Introduction to Microeconomics course, (2) those who took the one-credit crash course in economics at HHH in the fall, or (3) those who are eager to learn and willing to put in the extra time needed to internalize a new way of looking at the world.

The primary textbook is "Microeconomics, 6^th Edition". Jeffrey M. Perloff. This is a nice resource for your policy library, and since it's an earlier edition, used copies can be purchased quite cheaply on Amazon. Another required book for this course is Arthur Okun's "Equality and Efficiency: The Big Tradeoff." You can also find inexpensive used versions of this short book online. Additional readings will also be assigned as per the syllabus.

One primary goal of the class is to help students establish the foundation necessary to become informed consumers of policy literature with an economic conceptual framework. Through this course, students will build intuition around major economic concepts, such as opportunity cost, preferences and utility, supply and demand, elasticity, market power, etc. Students will also learn how to analyze intermediate-level economic models: what assumptions the models make, what outcomes they suggest under these assumptions, and what happens once the assumptions are relaxed.

The other main goal of the course is to prepare students for success in PA 5805 and the PA
5022 courses (this class is a prerequisite for these courses). The material covered will provide you with the skills to succeed in classes such as Public Policy of Labor and Pay, Economics of Social Insurance Programs, etc.

I will determine grades based on the exams, problem sets, and participation (percent contribution of each to the final grade will be listed in the syllabus). Participation will reflect the student's attendance to lecture and labs as well as preparation for and contribution to group discussions.

Our class meets three times a week, two lectures plus a "lab" session. Lecture will consist of either a thorough overview of the new material or a group discussion of a policy topic we have been reading about. The lab session will be used exclusively for practicing new concepts using sample problems that are similar (but not identical) to the problem set. There will be one midterm exam mid-semester and one final exam, each sit-down tests covering one-half of the course material.

This is an intermediate course in microeconomics that focuses heavily on the economic tools relevant for public policy discourses. Eligible students are (1) those who have already taken an Introduction to Microeconomics course, (2) those who took the one-credit crash course in economics at HHH in the fall, or (3) those who are eager to learn and willing to put in the extra time needed to internalize a new way of looking at the world.

The primary textbook is "Microeconomics, 6^th Edition". Jeffrey M. Perloff. This is a nice resource for your policy library, and since it's an earlier edition, used copies can be purchased quite cheaply on Amazon. Another required book for this course is Arthur Okun's "Equality and Efficiency: The Big Tradeoff." You can also find inexpensive used versions of this short book online. Additional readings will also be assigned as per the syllabus.

One primary goal of the class is to help students establish the foundation necessary to become informed consumers of policy literature with an economic conceptual framework. Through this course, students will build intuition around major economic concepts, such as opportunity cost, preferences and utility, supply and demand, elasticity, market power, etc. Students will also learn how to analyze intermediate-level economic models: what assumptions the models make, what outcomes they suggest under these assumptions, and what happens once the assumptions are relaxed.

The other main goal of the course is to prepare students for success in PA 5805 and the PA
5022 courses (this class is a prerequisite for these courses). The material covered will provide you with the skills to succeed in classes such as Public Policy of Labor and Pay, Economics of Social Insurance Programs, etc.

I will determine grades based on the exams, problem sets, and participation (percent contribution of each to the final grade will be listed in the syllabus). Participation will reflect the student's attendance to lecture and labs as well as preparation for and contribution to group discussions.

Our class meets three times a week, two lectures plus a "lab" session. Lecture will consist of either a thorough overview of the new material or a group discussion of a policy topic we have been reading about. The lab session will be used exclusively for practicing new concepts using sample problems that are similar (but not identical) to the problem set. There will be one midterm exam mid-semester and one final exam, each sit-down tests covering one-half of the course material.

Students in this module will learn to:

understand and critique the main economic rationales for current social insurance programs,

understand trade-offs in the design of social insurance programs between providing risk protection and promoting efficient efforts to avoid losses,

read and evaluate current empirical research on the impacts of social insurance programs

Problem Sets (15%): I will assign three problem sets that cover the material in the first part of the class. You may work in groups on these problem sets, but you must write up the answers in your own. You will receive a grade of check, check minus, or check plus for these problem sets.

In-Class Quiz (25%): There will be an in-class quiz covering the material in the first part of the class.

In-Class Presentations: You will be asked to work in a group to lead class discussion of a current policy reform proposal in the areas of health insurance, unemployment insurance, welfare reform, and social security reform. These presentations will not be graded, but will help guide you in writing your policy memos. Failure to complete one of these presentations can have a negative impact on your grade.

Short policy memos (40%): You will write two short policy memos that present an argument for or against one of the proposals discussed in class. Each memo must be 3-5 pages, double spaced.

Final Group Projects (20%)

The class involves two weekly class sessions that consist of lectures, discussion, presentations, and practical training. The course also includes a weekly 75-minute lab to workshop the different components involved in research design, learn data analysis, and code by hand or using the qualitative data analysis software package, NVivo.

By the end of the course, students should be able to:Navigate the ethical and practical challenges of research with human subjects; determine when to use qualitative methodology; develop strong qualitative research design skills, design questions and protocols appropriate to each method; gather qualitative data via primary source documents and human subjects research; deploy a variety of interviewing techniques; use basic techniques to analyze data using NVivo 11 qualitative data analysis software.

The class involves two weekly class sessions that consist of lectures, discussion, presentations, and practical training. The course also includes a weekly 75-minute lab to workshop the different components involved in research design, learn data analysis, and code by hand or using the qualitative data analysis software package, NVivo.

By the end of the course, students should be able to:Navigate the ethical and practical challenges of research with human subjects; determine when to use qualitative methodology; develop strong qualitative research design skills, design questions and protocols appropriate to each method; gather qualitative data via primary source documents and human subjects research; deploy a variety of interviewing techniques; use basic techniques to analyze data using NVivo 11 qualitative data analysis software.

1. Systems Diagnosis and Mapping - 25 points
2. System Intervention and Plan Outline - 50 points
3. Overcoming Obstacles Strategies - 15 points
4. Reflection Paper - 10 points
   

Student grades will be determined based on final exam (30%), two individual assignments (35%), one group assignment (25%), and participation through the course (10%)

This course focuses on analysis of financial resources for public and nonprofit organizations. Emphasis is placed on operating and capital budgeting.

The primary objective of this course is to help students understand and use analysis to develop solutions for budgets of public and nonprofit organizations. Conceptual frameworks and analytical techniques will be emphasized and applied to analyze real-world budgets.

This course meets on Mondays, Wednesdays, and Fridays for six weeks.

For each class, there will be a set of questions/problems and/or a case study that you are to prepare in writing. I will ask one or many of you to present the solution to each problem/question and case study questions. We will review the problems/questions and case studies together in class. You will be asked to hand-in the assignment at the end of class, and it will be returned at the next class with 1 point representing your assignment and participation grade for that class.

Participation in preparation of your assignments, presentation of problems/questions and case studies in class, and involvement in the discussions in class will constitute 35% of your grade. Participation will be graded on the quality of your contributions, not the quantity. Hallmarks of good participation include: a) risk taking - presenting an opposing view or a different interpretation of the data; b) listening - trying to understand what others are saying and why they are saying it; c) bringing your own experiences when relevant into discussions; d) monitoring your own participation in terms of both amount and quality; and, e) completing all of your assignments well.

There will be an exam worth 65% of your grade for this course. The exam will be a set of word questions and financial problems based on the assignments.

Participation 35 points First Exam 65 points Total 100 points

For each class, there will be a set of questions/problems and/or a case study that you are to prepare in writing. I will ask one or many of you to present the solution to each problem/question and case study questions. We will review the problems/questions and case studies together in class. You will be asked to hand-in the assignment at the end of class, and it will be returned at the next class with 1 point representing your assignment and participation grade for that class.

Participation in preparation of your assignments, presentation of problems/questions and case studies in class, and involvement in the discussions in class will constitute 35% of your grade. Participation will be graded on the quality of your contributions, not the quantity. Hallmarks of good participation include: a) risk taking - presenting an opposing view or a different interpretation of the data; b) listening - trying to understand what others are saying and why they are saying it; c) bringing your own experiences when relevant into discussions; d) monitoring your own participation in terms of both amount and quality; and, e) completing all of your assignments well.

There will be an exam worth 65% of your grade for this course. The exam will be a set of word questions and financial problems based on the assignments.

Participation 35 points First Exam 65 points Total 100 points

In this workshop, we are actively conducting public service redesign in health and human services.
In Minnesota, there are significant disparities in health and human services outcomes between racial and ethnic groups. People of color also are disproportionately found in punitive parts of the system such as juvenile justice, child protection, temporary financial assistance, and remedial employment training. This course is focused on trying to uncover the sources of some of these disparities and enable leaders to experiment with introducing solutions that narrow the disparities in public service experiences. This course is the second core course required as part of the University of Minnesota's Certificate in Human Services Leadership. Non-certificate students may participate, but PA 5161 Human-Centered Service Redesign is a pre-requisite course.

By the end of the semester, students should be able to:

• Understand major economic, geographic, and sociological approaches to understanding the development of cities


• Understand and utilize standard tools for analyzing urban economic, spatial, and social structures


• Identify and assess the importance of major social, political, and economic forces that have shaped urban spatial development of cities


• Describe and explain the ways in which public policy and planning approaches have significantly affected urban development


• Explain how local public financing in the U.S. affects the spatial development of urban areas

Midterm exam: 20%

Metro Report 1 25%

Metro Report 2 25%

Metro Report 3 25%

This course should probably be called "Site Plan Analysis" because its purpose is to start you on the path of becoming a "site analyst" or trained observer and critic of how sites are designed, programmed, and used. The course does more than teaching site plan review (taking city guidelines and applying them), but it is not going to bring you up to the level of "site designer". For example, landscape architects go to school for five years or more and they still have to learn a great deal of site planning and design on the job.

However, in one semester we can delve into the elements of design (point, line, shape, form, color, texture, tone, letterform), the principles of design (balance, contrast, cropping, hierarchy, figure-ground, scale, proportion, pattern), and these big questions: What makes great public spaces? What makes great neighborhoods? And what makes great streets? As we get into the basics of design thinking and designing great places, we will learn about the process behind the design of sites, the importance of context, and how to use technical and design skills to steer development in the direction of "greatness." Planning is all about communication and while other planning courses concentrate on oral presentations or report writing, this class will focus on building visual communication capabilities with hands-on exercises. Even for planners, it is useful to be able to do a little drawing or be able to illustrate what you mean in a professional looking way. We will work on unleashing the designer in each of us. But no pressure - this is about trying not necessarily about being able to draw well.

25% Reports/Papers/Memos

15% Student Presentations

Individual Assignments 60%

10 Reflective Essays 10%
5 Online Forum Essays 10%
Quiz #1 20%
Quiz #2 20%

Team Assignments 40%

Team Reading Response Paper 5%
Peer Evaluation of Team-Led Discussion 5%
Problem Statement 5%
Policy Brief 10%
Peer Evaluation of Team Policy Brief Presentation 5%
Within-Group Peer Evaluation 10%

Analyze sensitive public policy problems using reflexive and/or feminist methodologies, discourse analysis, critical legal theories and legal realism

Design ethical research protocols on sensitive topics for use with marginalized communities

Understand and be able to use community engaged research approaches

Analyze implications and develop legislative strategy with demonstrated sensitivity, awareness, and involvement of marginalized communities

Develop ethical advocacy plans on sensitive topics involving marginalized communities

Engage in real world problem solving at the intersection of theory and practice

Demonstrate a nuanced understanding of the complex and multifaceted topic of commercial sex and the individuals involved in that marketplace.

Students will:

1. acquire research skills necessary to access demographic, health, and background information on immigrants in the U.S.

2. understand the major characteristics, health and social needs of new immigrants, and learn to apply them to analyses of new populations.

3. design "culturally competent" health or educational programs.

4. advocate for needed policy changes to promote immigrant health and wellbeing.

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Build an appreciation of the promise and pitfalls of quantitative modeling.

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Acquire a specific set of modeling and interpretation skills through hands-on application.

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Develop an ability to describe the macroeconomic context of a country based on an analysis of time series data on major economic variables.

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Learn to conduct financial and economic cost-benefit analyses of public and non-profit development interventions and programs and learn how to manage the complexities of real-world projects.

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Become effective and critical consumers of experimental and non-experimental impact evaluation studies of development programs and interventions

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Build an appreciation of the promise and pitfalls of quantitative modeling.

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Acquire a specific set of modeling and interpretation skills through hands-on application.

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Develop an ability to describe the macroeconomic context of a country based on an analysis of time series data on major economic variables.

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Learn to conduct financial and economic cost-benefit analyses of public and non-profit development interventions and programs and learn how to manage the complexities of real-world projects.

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Become effective and critical consumers of experimental and non-experimental impact evaluation studies of development programs and interventions

International development is gendered. That means that women and men are affected differently by international, national and local public policies that address different aspects of the development (poverty of education, of health, of income, of assets, of social support, of political participation, of access to environmental resources). It also means that women and men participate differentially in the policy formulation and the policy implementation process. Furthermore, gender is constructed, resisted, and renegotiated in the development process. In this course students will explore development policy from a gender sensitive perspective. Specifically we will cover the historical and political context of how the approach known as Women in Development (WID) originated and how it transformed through the years into Gender and Development (GAD). We will also explore women's rights as human rights by studying international conventions that address the rights of women and their increasing importance in the context of gender and development. Importantly, we will study current debates regarding men and masculinities in the GAD movement. This analytical frame throughout the course, we will examine the lives of women and men in the Global South. We will examine the role of theory and measurement; the role of international, national, and local stakeholders; and the local and individual effects of various topics of development including paid and unpaid labor, violence, financial services, agriculture and food security, and ownership of land and housing.

Class Participation 20 points

Leading Discussions 20 points (4 points each session; 4x5=20)

Essay 20 points
(presentation of chapters and essay combined)

Final Paper 35 points

Presentation 5 points

This course will examine the theory, practice and profession of twenty-first century diplomacy in bilateral and multilateral environments. While the successful negotiation in 2015 of the Iran nuclear deal and the Paris climate agreement drew more attention to how nations large and small use diplomacy to advance their interests, political shifts ranging from the 2016 U.S. elections to Brexit to Russian actions have raised questions about how nations and non-state actors engage one another to achieve their goals in a complex world. In addition, while international organizations, including the United Nations, and regional organizations, such as the European Union, the Organization of American States, and the African Union, have become not just venues for multilateral diplomacy, but also diplomatic players in their own right, seeking to negotiate resolutions to regional problems, their functioning is being challenged by resurgent nationalism.

During the course of the semester, we will examine the history of diplomacy, and its norms and practices, including its international legal bases, and how modern technology and changing cultural norms have impacted the way that diplomats operate. Through readings, classroom discussions and simulations, students will come to understand the ways in which major powers, and medium and small states use bilateral and multilateral diplomacy to achieve their own goals and work with friends and allies to achieve regional and global objectives. Students will also examine the way in which nations come together in formal and informal blocs to advance regional goals, and look at how non-state actors operate in the diplomatic sphere to achieve their objectives, and at how governments and non-governmental organizations seek to resolve conflicts through Track II processes.

Students will be graded on an A-F basis. Grading will be as follows:

o Examine the organization and structure of crisis decision-making within the U.S. national security apparatus;

o Analyze in depth four foreign policy crises: the Cuban Missile Crisis (1962); Vietnam - Tet (1968); Iraq (2006-2008) and a Current Events Crisis (2016).

o Put themselves in the position of national security leaders as part of a crisis simulation; and

o Write an analysis of a historical foreign policy crisis.

Four books will be required for this course and will be available through the UM Bookstores:

o Allison, Graham T., and Zelikow, Philip D., "Essence of Decision: Explaining the Cuban Missile Crisis" (2nd edition), Pearson Longman (January 1999).

o Stern, Sheldon M., "The Week the World Stood Still: Inside the Secret Cuban Missile Crisis (Stanford Nuclear Age Series)" (Paperback) Stanford University Press (January 18, 2005).

o McMaster, H.R., "Dereliction of Duty," Harper Perennial; Reprint Edition (Paperback), (May 8, 1998).

o Harris, David, "The Crisis: The President, the Prophet, and the Shah - 1979 and the Coming of Militant Islam," Little, Brown and Company (Paperback) (2004).

• Apply a human rights lens to responses to gender-based violence
• Understand the strengths and weaknesses of international and regional human rights standards on gender-based violence
• Recognize how intersecting forms of discrimination and oppression impact risk of and response to gender-based violence
• Identify ways that global and regional human rights standards could be used in local advocacy on eliminating gender-based violence