SYLLABUS FOR PUBLIC POLICY DEVELOPMENT

Term: Summer 2006 (2005-3) Group 8

Dates: September 7, 2006 – October 12, 2006 – Whiting Campus

Course Number: LEA 545

Instructor: James McCaleb, Ph.D.

Office: Room 537

Office Phone: (219) 473-4302

E-mail: jmccaleb@ccsj.edu

Office Hours: By appointment

Course Time: Thursday 8:30 a.m. – 12:30 p.m.

6:00 p.m. – 10:00 p.m.

Course Description:

This course is designed to assist law enforcement administrators in understanding the relationship between the community they serve and how public policy is shaped in that community. The law enforcement administrator will learn to analyze and evaluate the effectiveness of a policy developed in class.

Prerequisites: Completion of Foundations Unit

Textbooks:

Dye, Thomas R. Understanding public policy, 10^th Ed. Prentice-Hall, 2002

Orfield, Myron. American Metro Politics, Brookings Institution Press, 2002.

Kelling, George L. “Broken Windows” and Police Discretion, National Institute of Justice Research Report.

U.S. Department of Justice. Washington, D.C., October 1999 (copied supplied in ETHICS course)

Puentes, Robert and Orfield, Myron. Failing America’s First Suburbs: A Policy Agenda for Older Suburbs in the Midwest. Brookings Institution Press, 2002

Course Objectives: The goal of this course is to help Law Enforcement Administrators build the bridge between social justice and criminal justice. This course will focus on mastery of the following competencies:

Law Enforcement Administrators need to be able to:

1. Explain policy analysis and selected models used for developing public policy.
2. Understand how policies are made and the variety of processes that occur within the political system.
3. Analyze and contrast data presented in maps and supporting data.
4. Draw conclusions on the effects of policy development for Midwestern first suburbs.
5. Understand and state problems a police administrator must comprehend when developing police department policy.
6. Develop/critique a police policy using Remington and Goldstine Standards.

Class Policies, Papers and Evaluation:

Students are expected to read all assigned materials before class and come to class prepared to discuss their contents. Some students may be asked to lead the class discussion on particular subjects or readings. Assignments will consist of short written works requiring the application of the subject area under study. Six written assign assignments will be given out during the course. The length, focus, date, and subject matter of the assignments will be given out in class.

Class Policy for Assignments: All assignments are to be turned in at the beginning of the class period on the day that they are due. Late assignments are accepted, but one-half grade deduction may be assessed.

Format for Written Assignments: Students will adhere to the American Psychological Association Guidelines (APA) style for all papers.

Class Participation: Is vital to the learning process. Students will be prepared to discuss (following the critical thinking concept) assigned material. Class participation will affect the student’s final grade.

Assessment:

Each class assignment (6) has an equal value of 15%. Class participation and attendance has a value of 10%.

Grading Scale:

The six class assignments will be assigned grades using the following criteria:

(1) G.P.A.	(2) Letter	(3) Score
4.0	A	95-100
3.7	A-	90-94
3.3	B+	88-89
3.0	B	82-87
2.7	B-	80-81
2.3	C+	78-79
2.0	C	72-77
1.7	C-	70-71
1.3	D+	68-69
1.0	D	62-67
0.7	D-	60-61
0.0	F	0-59

The semester grade will be determined by the following procedure

1) All individual assignment scores (3) will be converted to the appropriate G.P.A. (1)

2) Any group project (if assigned) will be added to individual total.

3) The number of scores will divide the sum. The semester G.P.A. will be used to correspond to the equivalent letter grade (2)

Competency Area Objective Assessment Tools

Investigate U.S. metropolitan region maps to determine metro patterns and suburban topology.	a. Analyze maps and supporting date contrasting six major U.S. metropolitan regions characteristics. b. Determine and list Orfield’s three rings of suburbs that surround a central city, Chicago, Illinois.	Written exercise Written exercise
Understand the effects of different tax bases in the Chicago region.	c. Draw conclusions how tax base and urban sprawl are related in the Chicago metropolitan region.	Essay
Analyze and draw conclusions how first suburbs of the Midwest are included in tax and development policies.	d. Using the Chicago metro region, identify by name first suburbs and the community and fiscal problems that are similar. Also, identify unusual characteristics.	Essay
Understand the processes of pubic policy development within a police department and government setting.	e. Discuss six models used in policy development. f. Define problem areas that a police administration must understand while developing policies on the substance of police work. g. Evaluate a current police policy using the standards developed by Remington and Goldstein.	Essay  Essay Essay

Critical Thinking

Students will apply critical thinking skills in all the papers that are due for this class. Critical thinking, I mean the ability of the student to analyze carefully and logically information and ideas from multiple perspectives. Students should demonstrate a critical understanding of the problems and issues, which define Public Policy. The following critical thinking assessment tool will be used to evaluate each paper:

Performance indicators Comments Score

Inference: Student is able to draw conclusions from the facts presented.	20
Assumptions: Students is able to recognize presupposed assumptions.	20
Deduction: Student is able to make statements that generate new questions and suggest rationale conclusions.	20
Interpretation: Conclusions presented by the student follow logically from established information and facts.	20
Evaluation: Student makes logical, strong arguments that are important and directly related to the question.	20

Total: 100

Statement of Plagiarism:

If an instructor or other Calumet College of St. Joseph personnel find that a student has plagiarized or been involved in another form of academic dishonesty, the instructor or other personnel may elect to bring the matter up for judicial review. The maximum penalty for any form of academic dishonesty is dismissal from the College. The procedures for judicial review are listed under the section of CCSJ handbook that addresses student grievances.

Calumet College of St. Joseph adheres to citation guidelines as prescribed by the particular discipline (i.e., MLA, APA, Chicago Manual of Style or Turabian.). All of these guidelines are available in the Calumet College of St. Joseph library or bookstore. These texts outline how to cite references from a variety of sources, including electronic media.

Withdrawal from Classes Policy:

After the last day for class changes has passed (see College calendar), students may withdraw from a course in which they are registered with permission from the faculty member conducting the course. A written request detailing the reason(s) for the withdrawal must be filed with the Registrar. Written request for withdrawal must be received by the Registrar by the last day of classes prior to the final examination dates specified in the catalogue. Written requests may be mailed to the Registrar or faxed to the College fax number 219-473-4259. Students are to make note of the refund schedule when withdrawing from courses. The request is forwarded to the faculty member, who makes the final determination to accept or deny the request. If the request is honored, the student will receive notification of official withdrawal; if denied, the notification will indicate why the withdrawal is disallowed. Note: students should consult the Graduate Student Handbook for information on withdrawals.

An official withdrawal is recorded as a "W" grade on the student's transcript. Dropping a course without written permission automatically incurs an "F" grade for the course (see Refund Schedule).

Class Assignment and Reading for LEA 545 Public Policy Development

Week Assignment	Booklets	American Metropolitics (Orfield)
ONE1 Due 1^st Week	An overview of policy analysis and models Use maps 1-1 to 1-38 and supporting date in Chapter 2 for this assignment. Compare data for Chicago with other five regions. What patterns are similar and what data characteristics are different for Chicago? Make General statements taking into consideration land forms and direction from the inner city of the region.	Chapter 1 Schools and Tax Wealth 2 New Suburban Typology
TWO Due 2^nd Week	Failing America’s First Suburbs: Scan 32-43 Use maps 2-2 and 2-3 developed by Orfield. You may also want to consult a state map with the Chicago Metro area. Develop a list of the names of suburbs that surround the central city of Chicago into the following categories: Include areas on the maps outside Illinois. First Ring – at risk suburbs close to the central city. Indicate high or low population density. Second Ring – affluent job center and bedroom developing suburbs. Third Ring – bedroom developing communities in the outermost parts of the region. Note: In each ring note direction from the central city and county located. Outlying areas use county name and only major population centers listed.	Chapter 3 Comparative Analysis 4 Federal Urban Policy
THREE Due 3^rd Week	Lecture: Law Enforcement Policing Standards In 800 typed word or less, contrast tax base and urban sprawl and its effects on the Chicago Metro Region. What are the implications for the Chicago’s First Suburbs? Review page 34 “Broken Windows and Police Discretion.” In your paper, contrast First Suburbs major market demographic and social trends affecting those places with other suburban rings in a metropolitan area. What are possible solutions to these challenges and/or advantages?	Chapter 5 Fiscal Equity 6 Land use Reform
FOUR Due 4^th Week	Chapter 14 Policy Evaluation Chose a current policy statement from your police department and critique it according to the eleven standards found on page 34 in “Broken Windows and Police Discretion”. If a standard is not covered in your department policy, what statement(s) would you add to help meet the eleven standards? In the appendix of your critique provide a copy of the policy you have chosen to evaluate. I prefer that each student selects a separate policy if choices are made from the same department. Develop a policy for your department that addresses: a problem that your present policies do not presently cover. You may revise a current policy to make it more effective. Use the guidelines on page 34 in Broken Windows and Policy Discretion. Due Week 6 Provide a copy of the current policy plan from your department	Chapter 7 Metro Government Reform 8 Metropolitics/Case for Regionalism
FIVE Due 5^th Week	Broken Windows and Police Discretion Review forward, Preface, Introduction and pages 1-24 Read 33-45 As a police administrator define problem areas that a department must overcome to properly institute Policies concentrating on the substance of police work. Include examples of “crime fighting” versus “soft policing” that you are aware of in your own department. See page 10. 700 words max.	Chapter 9 An Agenda for Regionalism
SIX Due 6^th Week	New and/or revised policy due. Be prepared to discuss and defend your policy in class.