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.

Organizations pervade human life. They are sites of power, innovation and social change but can also be places that discourage initiative and reinforce inequalities found in society. Effective organizational management and leadership are critical to achieving broadly beneficial social, economic, and public value. The task is difficult because of the complexity of human behavior in organizations, constrained resources, competing demands of many stakeholders outside of the organization, and pervasive changes in the world we live in. Most of you will work in some kind of organization when you graduate and many, if not most, of you will be managers and leaders during your careers. This course will help prepare you to be an organizational leader in this realm, focusing on empowering you with the courage to act under uncertainty in order to strengthen the effectiveness of your organization. Furthermore, it aims to provide both "the forest" and "the trees", and give you practice in thinking back and forth between the different levels so that when you are working and approach a problem at one of these levels, you have an awareness of the complexity of the situation at the alternative level.

To create that foundation, we focus on different ways to analyze organizations and develop sound recommendations for change - leaders and managers must understand organizational complexity in order to act.This course introduces students to some of the major theoretical approaches to organizational analysis, including concepts from public administration, sociology, political science, organizational psychology, and management. Learning to use multiple perspectives is critical because all perspectives contribute to understanding how to develop and sustain effective organizations and, ultimately, to how well individuals can help create public value. By gaining insight across different theoretical perspectives, students will develop an understanding of how theories provide distinctive windows into understanding behavior in complex social settings. Throughout, you will come to see that organizations provide opportunities and constraints as well as power and privilege within particular contexts.

"Stratification Economics and Public Policy"

PA5022 - Spring 2021

M: 1-3:45 pm

Stratification economics differs from conventional neoclassical economics and its related offspring of behavioral economics because it does not assume that the nature of inequality arises solely via rational choices made in competitive markets. Rather, it posits structural and historical processes that impede the ability of marginalized groups to gain access to markets. One of the key insights from stratification economics is that conventional policy mechanisms (e.g. deterrence policies in the criminal justice system) don't work because they fail to take account of the legacy of inequality (e.g. convict lease systems and vagrancy laws)

The arguments in favor of reparations, baby bonds, universal health care can be viewed and examined using the methods and techniques of stratification economics. This course introduces students to some new methodologies that complement their training in conventional economic analysis.

Topics:

· A review of conventional microeconomic approaches to policy analysis, including the core assumptions and key conclusions

· Summary and critique of the conventional microeconomic approach

· The historical backdrop to the evolution of "identity economics" and stratification economics for understanding racial disparities

· Core assumptions of stratification economics

· Applications: Housing markets and residential segregation; racial profiling; discrimination in labor markets.

· Policy Proposals based on Stratification economics -- reparations, baby bonds, universal income and health payments.

Please note that the previous syllabi listed in ClassInfo cover different topics and do not apply to Spring
2021.

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%)

To learn quantitative techniques such as time series analysis, statistical cause and effect, forecasting models, limited dependent variables, combining time series and cross section data, and an introduction to big data and machine learning.

https://bookstores.umn.edu/course-lookup/54095/1213

To learn quantitative techniques such as time series analysis, statistical cause and effect, forecasting models, limited dependent variables, combining time series and cross section data, and an introduction to big data and machine learning.

https://bookstores.umn.edu/course-lookup/54096/1213

To learn quantitative techniques such as time series analysis, statistical cause and effect, forecasting models, limited dependent variables, combining time series and cross section data, and an introduction to big data and machine learning.

https://bookstores.umn.edu/course-lookup/54099/1213

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.

● 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 Atlas 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.

● 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 Atlas qualitative data analysis software.

1. Systems Mapping - 25 points
2. Reflection Paper - 75 points
   

S/N basis. Grading reflects class participation and several short reflection papers

In addition to readings assigned for each class sessions, students are asked to reflect on how the topics discussed are applicable for their board experience. Several short (1 - 2 page) reflection pagers are assigned.

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

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.

Term Project. . . . . . . . . . . . . . 35% of final grade

Mid-term exam . . . . . . . . . . . . 25% of final grade

Final exam . . . . . . . . . . . . . . . 30% of final grade

Class participation . . . . . . . . . 10% of final grade

What will the future of transportation look like? As technology advances, recent years have witnessed dramatic changes in urban transportation. As the transportation world evolves, we're faced with big questions. How do we create, innovate, and implement emerging technologies in the transportation sector? What impact do they have on the city and the society? What public policies are appropriate regarding these emerging trends in transportation?

Explore the expanding and unique role of the city in today's world and our increasing reliance on cities to solve big policy problems. The environment for city policy-making is rapidly changing, with the influence of social movements and protest, higher levels of engagement with city government, and use of a race equity lens to redefine the priorities of public entities. In 2021 we will explore big challenges facing local government using discussion, exercises, and guest speakers for inspiration and real world examples. This year will include an in-depth look at city charters as an instrument of structural and public policy change, with examples drawn from Minneapolis and around the country.

Past guest speakers include: Edina City Manager Scott Neal, St Paul Council President Amy Brendmoen, former Virginia Council Member Nevada Littlewolf, Director of Minneapolis' Race and Equity Division Joy Marsh Stephens, and League of Minnesota Cities Executive Director Dave Unmacht.

Why take this class?

• Understanding local government structure, power relationships, and policy making authority is key to those who will work in and interact with city, county, and regional government systems. As state and federal government continues to struggle political and philosophical divides, local government remains at the forefront of many significant public policy change efforts.

• Understand the basic structure and functions of local government and the roles of stakeholders inside and outside of government.

• Identify and analyze pressures on local government and individuals in local government.

• Engage with those who seek to influence local government decisions, such as community advocates, lobbyists, elected officials and city staff, and explore their motivations and objectives.

• Understand the policy making process at the local government level and how to impact that process.

Instructor Elizabeth Glidden was a Minneapolis City Council Member for 12 years, including 4 as Council Vice President, and today is the Deputy Executive Director and Director of Policy at the Minnesota Housing Partnership. During her time on the Minneapolis Council, Elizabeth authored the city's safe and sick time ordinance, $15 per hour minimum wage, Ranked Choice Voting election reform, and helped create the City's first Department of Race and Equity.

• Understand the basic structure of local government and the roles of stakeholders inside and outside of government.
• Identify and analyze pressures on local government and individuals in local government.
• Engage with those who seek to influence local government decisions, such as community advocates, lobbyists, elected officials and city staff, and explore their motivations and objectives.
• Understand the policy making process at the local government level and how to impact that process

A = 100%-90%

B = 89%-79%

C = 78%-68%

D = 68%-59%

F = less than 59%

25% Reports/Papers/Memos

15% Student Presentations

Early childhood development
(ECS) is examined through the first decade of life from an economic perspective. Course focuses on the role of government policies in helping to promote ECD for purposes of social welfare and economic growth. Readings focus on education and health policies or programs that affect child outcomes from the prenatal period to third grade. Students will become familiar with the importance of rigorous impact evaluations and the use of cost-benefit analysis as a tool for efficient resource allocation to promote child wellbeing.

Examples of topics included in the first decade of life:

Cost-effectiveness of nurse home visiting programs and doulas

Long-term consequences of being in utero during a pandemic - evidence from 1918

Universal versus targeted preschool programs - short and long-term effects

Academic red-shirting in kindergarten

Elementary school topics including teachers, charter schools, and small class sizes

Required readings:

Reynolds, Rolnick, Englund and Temple, eds. (2010) Childhood Programs and Practices in the First Decade of Life: A Human Capital Integration. Cambridge University Press.

Additional assigned and optional articles and reports on topics of recent interest.

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.

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

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

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

-
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.

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

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

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

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

-
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.

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

By the end of the course students should be able to:

· Understand the definition of sustainable development from a scholarly perspective

· To understand the scope of the Sustainable Development Goals (SDGs) and the inherent contradictions among the various goals

· Understand current alternative proposals to economic development: green growth; degrowth;
community economies; and proposals under the pluriverse umbrella.

· Understand the policy formulations for sustainable development and how they differ from green growth and degrowth.

· Understand the importance of theory and measurement in policy formulation and implementation.

· Develop a verbal and conceptual vocabulary on transform development.

· Recognize and understand the importance of gender, ethnic and class/caste perspectives in the context of transforming development theory, policy, and implementation.

· Develop the analytical skills to sort context specific (one size does not fit all), gender specific (there is no such thing as gender neutral); and class/caste (the rising boat does not lift all equally) development challenges.

· Recognize that transforming development is anchored in ethics and based on justice for all beings and the systems that support life.

This class will provide a core understanding of the physical constraints that underlie modern energy systems,and the policy tools used to manage the social and environmental impacts of those systems. The first half of the course will be a survey of different energy systems, their environmental impact, and associated policy frameworks (e.g. different regulatory structures and jurisdictions). The second half will focus on cross cutting themes and case studies.

2.Understand the historical context for why and how different energy systems are regulated, and the major levers of policy change

3. Understand the different market forces at work that govern energy supply and demand

4. Consider how values of energy access and equity are represented in current policy

5. Understand how choices in scientific analysis (especially modeling) and the structure of stakeholder input impact policy outcomes

6. Gain experience in writing and critical thinking around energy issues to more effectively communicate with key decisionmakers

The below grading breakdown is tentative and will be confirmed by the first day of instruction.

- 15% Class Participation

- 60% Four Homework Assignments (15% each)

Why is action by local organizations, governments, and communities critical for energy innovation in the face of climate change? What policies, programs, and technical solutions are being explored at sub-national levels and how are they implemented? This course examines energy and climate innovations at community and local scales to prepare you (students) for professional work on climate change and energy issues at local and community levels - key areas of activity for careers in sustainability, environmental policy, climate change, and resilience.

Students in this course will apply concepts, theories, and analytical skills to case studies and client-focused projects. As communities face the varying challenges of climate change, this course examines both mitigation and adaptation responses to climate change and asks students to think both critically and practically about how to innovate and respond to these local risks. There are many dimensions to climate change, but this course focuses primarily on energy, including renewable energy integration, responses in the electricity sector to changing climate conditions (e.g. wildfires), and infrastructure change. Each week we will explore issues of local and community energy and climate action and engage (when possible) with those responsible for planning and implementing case study projects. Course content will draw from policy instruments and programs (e.g. community choice aggregation, community solar, solarize), local and regional initiatives (e.g. green training programs, resilience hubs), local governments programs or policies (e.g. utility-municipal partnerships, benchmarking, and efficiency standards), and skills for working across diverse perspectives and positions on energy issues.

Assignments will include a client-based project focused on climate planning and local energy policy, developing a role play scenario, personal reflections, and response papers.

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).

The Master of Human Rights Cohort Seminar provides a space for students to:

• Build relationships with each other, and connect with members of past MHR cohorts;

• Prepare in practical ways for human rights internships and careers;

• Reflect on your purpose and values as human rights professionals;

• Focus on racial justice and apply an anti-racist lens to human rights work and studies; and

• Connect with and learn from human rights advocates, especially those in the Twin Cities.