Assessment Plan for the Public Policy Program:

Public Policy Program Mission:

The Public Policy Program at Saint Peter’s University is a degree-granting, full-time,

undergraduate academic program in urban policy science. The Program functions as an integral

part of the Urban Studies Department and serves adults from diverse populations and

backgrounds, especially those who are traditionally under-represented and under-served in

academic programs and policy arenas. The Program seeks to foster an atmosphere of community

by providing a context for mutual support and learning among students, faculty, and staff and to

provide a thorough understanding of public and urban policy, academic excellence, moral

integrity, and professional ethics.

Public Policy Program Goals:

Provide students with a full understanding of urban studies and public policies at local and

national levels and their interrelationships.

We aim to prepare the students to do the following:

1. Promote volunteerism and community involvement

2. Assume leadership positions in their community

3. Promote participation in government and politics.

4. Conduct policy research

5. Understand policy analysis

6. Develop a deep concern for humanity

7. Take moral and intellectual responsibility in decision making

8. Become agents for social change

9. Analyze contemporary social issues effecting urban America

10. Pursue a graduate degree in Public Policy, urban planning, public administration,

education and social work

Relationship of Program Mission and Goals to those of the College

The Program’s mission is in accordance with the mission of Saint Peter’s University and

endeavors to instill in its students a deep concern for humanity; to provide them with the tools to

empower the poor, indigent, and disenfranchised; and to prepare them for a lifetime of leadership

and service to the global community of humankind.

Graduates of the Public Policy Program will Demonstrate:

Understanding of Public Policy and Urban Studies theories

Theoretical understanding of the history and current development of cities and

communities

Substantial knowledge of social class, race, ethnicity and gender

Understanding of cultural diversity

Leadership skills

Public Policy Program Student Learning Outcomes:

Student will be able to analyze policy

Student will be able demonstrate knowledge of community organizing

Students will demonstrate an understanding of urban issues (with special attention to

social class, race, ethnicity and gender)

Direct Measures:

The Public Policy Program is a non-traditional adult program which uses non-traditional

approaches to teaching and learning, such as team-teaching, cooperative/peer learning,

volunteerism and community involvement.

Direct Measure I: Direct measures include papers, group discussions, group projects,

presentations, journals, class discussions, quizzes, research papers

Direct Measure II: Training courses, seminars, service learning projects, experiential learning

Direct Measure III: Fieldwork and internships

Indirect Measures:

Indirect Measure I: focus groups and individual interviews

Indirect Measure II: Alumni survey

Regularly Offered Classes:

Analysis of Urban Social Class

Community Organizing

Dynamics of Urban Development

Ethnicity and Race in Urban History

Introduction to Public Policy and Social Activism

Roots of Urban Politics

Social Issues in Public Policy

The Contemporary City

Urban Field Work

Urban Internship

New Course:

Introduction to Public Policy and Social Activism

Training Sessions/Seminars/ Field Visits/Conferences/ Community Service:

Field Visits:

Dress for Success

La Casa de Don Pedro

Montgomery Gardens Public Housing Complex

New Community Corporation

Newark Museum

Occupy Wall Street

York Street Project

Training Sessions/Seminars/Conferences:

Advocacy 101 (training session)

ACNJ's Budget Advocacy Day (training/conference)

Influencing Government Policy Symposium (training/conference)

Jersey City Big Dig (community service)

Jersey Cares Day (community service)

Jersey City Community Orientation Course (training)

Marion Thompson Wright Lecture Series (conference)

New Jersey Citizen Action (training session)

NJCU Women’s Conference

Wall Street Project (conference)

Links with other programs and departments:

The Public Policy Program works closely and co-sponsors University events, lectures and

conferences with Africana Studies, Guarini Institute, Latin American and Latino Studies,

Sociology and Urban Studies, Social Justice and Women Studies.

Public Policy Program

Student Learning

Outcomes

Student will be able to:

Performance Indicators Measures Timeline

● Apply the steps in

policy analysis

1. Analyze policies

2. Write a policy memo

Assessment based upon

exams, policy memo,

research paper

Data will be compiled and

reviewed by program

director

● Demonstrate

knowledge of

community

organizing

1. Identify various

community organizing

models

2. Demonstrate basic

community organizing

skills

Assessment based upon field

placement, written work and

final presentation

Data will be compiled and

reviewed by program

director

● Analyze urban issues

(with special

attention to social

class, race, ethnicity

and gender)

1. Demonstrate theoretical

understanding of the

development of cities and

communities

2. Think critically about

issues relating to social

class, race, ethnicity and

gender

Assessment based upon

exams, research paper and

projects

Data will be compiled and

reviewed by program

director

Appendix 1

Saint Peter’s University

Public Policy Program

Student Learning Outcome Assessment Plan

Assessment Rubric

Student should be able to:

EE ME FME n/a

1. Policy Analysis (theory and practice)

a) to assess publish research in the field

b) write a policy memo

c) distinguish role of activist and advocate from the role of

the policy analyst/policymaker

d) identify ethical and unethical practices

2. Community Organizing (theory, processes and practice)

a) describe community organizing models

b) describe and apply some basic theories

c) demonstrate basic community organizing skills

d) work in various team, group, and community settings

3. Urban Studies (theory, perspective and methodological)

a) show theoretical understanding of the history and current

development of cities and communities

b) identify common issues and conflicts between racial and

ethnic groups

c) identify racial and ethnic inequality in the U.S. history

d) think critically about issues relating to social class, race,

ethnicity and gender

Key: EE- Exceeds Expectations

ME – Meets Expectations

FME– Fail to Meet Expectations

N/A – not applicable

Appendix 2

Saint Peter’s University

Public Policy Program

Ur-326-PP-Community Organizing This is a Service Learning Course: It requires 10-20 hours of strategic service work in a local Jersey City nonprofit agency, journal experience, and present key learnings at the end of the semester. GOALS OF THE COURSE: The purpose of the course is to provide an introduction to community organizing; specifically, the knowledge, skill and value base underpinning community organizing, planning, development and change. It emphasizes the myriad roles, goals, and strategies used by community organizers in effecting social change. It examines the history of organizing as a context of analyzing contemporary issues and organizations in the country and in New York City Metropolitan area. Models of community organizing including mass mobilization, social action, grass roots empowerment, leadership development and advocacy, as well as newer community building approaches are assessed for effectiveness in the current conservative climate. Special attention is paid to issues of gender, class, race and ethnicity and sexual orientation in organizing. In addition we will discuss Affordable Housing, Post Sandy Recovery Efforts, Women’s Issues, Child Safety, and organizing in your neighborhood. A field-related volunteer experience is included to expose students to an actual organizing environment. COURSE REQUIREMENTS: 1. Students are expected to attend all in- class sessions. 2. Students are expected to take an active role in class discussions. 3. In addition to weekly readings, and active class participation, students will select a policy-related

topic to follow in current events (Health, Homelessness, Youth Work, Work Force Development, Poverty, etc.)

4. Students are expected to perform 10-20 hours of service, with one of the following organizations serving Jersey City based on topics above: Dress for Success JC Boys and Girls Club JC Sandy Recovery Women Rising Jersey City Department of Housing Food Systems Network NYC

5. Students are expected to present reflections of their service, to the class, each class meeting

6. Students are expected to submit reflections based on their service learning experience as it relates course content

7. Students are expected to connect the service experience with the assigned readings as much as possible.

8. Students will present an oral history of their organization and their work plan for the semester based on service learning experience where

9. The final paper will be about the evolution of organizing in the field you are working. 10. This must be a PowerPoint and 10page final paper due on the last day of class along with

presentation on the final day of class. Grading System: 11. Attendance: You are allowed 2 absences. For each additional absence, your grade will be reduced

one level. For example, a B- will become a C+. 12. Lateness: Attendance is taken at the beginning of the class. If you arrive late for class it is your

responsibility at the end of class to inform the instructor that you were present, otherwise, you will be marked absent.

13. Late Papers: Late papers will have a grade deducted for each day they are late. For example, a B-

will become a C+. This includes commentaries and \writing assignments. If you cannot make it to class, you should use the Blackboard to get your paper in on time.

A 94-100 Outstanding C+ 77-80 Average

A- 90-93 Excellent C 73-76 Satisfactory

B+ 86-89 Very Good C- 69-72

B 82-85 Good D+ 65-68 Poor but Passing

B- 81-84 Above Average D 60-64

F 59 and below Failure

Final Grade Assessment: 1. Weekly Reading/Class Participation 25% Students will receive a participation grade based on attendance and in-class participation, including discussion 2. Service Learning Reflections 25 % As part of the class you will be required to present six (6) in class reflections on your volunteer service. There will be two letter grades provided as a part of the Service Learning Reflections that will be presented to students at the Midterm and Final. These reflections will be oral presentations that should last 5-10minutes per student. These reflections should include the following:

Agency where student conducted service

Number of hours student volunteered during this period of service

Activities student conducted during service

What student learned during this period of service

What student believes s/he can add to the organization’s mission 3. Midterm 20 % Formal presentation of the organization where student is doing service: This should be a PowerPoint/ Vizio presentation that includes:

Agency History

Mission

Vision

Key Staff

Plan for Volunteer Service

Lessons Learned 5. Final 30 % Presentation of Community Organizing Experience 10 Page paper on work related to Jersey City’s community organizations, leaders, and future plans Total 100% Plagiarism, Cheating and Computer Usage and Piracy: Any violation of these policies as defined in the NET (pp.53-54) will result in a failure for the course. In addition, the Academic Dean will be informed of this violation. Classroom Etiquette: Mutual respect is required at all times. The norms of the classroom must be observed. One person talks at a time and appropriate language and demeanor are required. All electronic devices must be turned off before class begins. Proper grammar must be used in online class discussion.

Course timeline

Jan. 19th: Course Overview: Community Organizing and Service Learning: Convergence of Theory & Practice

Requirements of the course

Introduction to the Service Learning aspect of the course

History of Service & MLK: A Day On, Not a Day Off: A Holiday for Service Workers

Reading Assignment: Introduction to Community Organizing: Power to the People: Twenty Years of Community Organizing, Adapted from The Workbook, Summer 1994. Copyright 1994, 1996, by David Walls. http://www.sonoma.edu/Sociology/dwalls/commun.html

Homework Assignment: Review selected projects listed above at the following nonprofits:

Submit a review of the agency you would like to work with during the semester. This should include a review of the organization, your interests, as well as what you hope to learn through this service experience.

Feb 2nd: History of Community Organizing and how Volunteerism Drives this movement

Reading Assignment: Robert Fisher, "Neighborhood Organizing: The Importance of Historical Context" http://comm-org.wisc.edu/papers96/fishercon.htm ACORN, "Detailed History of ACORN." http://acorn.org/index.php?id=51 Homework Assignment: Schedule Meeting with your Service Agency. Write a brief reflection of your meeting.

Feb 16th: Diversity in Community Organizing & Building Sustainable Relationships

Guest Speaker: Founder of Bike JC & JC Co-op to talk about diversity in the grassroots movement and the dividing lines throughout Jersey City. Reading Assignments: Ernesto Cortés, Jr., Reweaving the Social Fabric http://www.tresser.com/ernesto.htm Building Public Relationships: The Cornerstone of Our Approach." Written by Ellen S. Ryan for the Virginia Organizing Project. Linked from the VOP Organizing Toolbox http://www.virginia-organizing.org/articles/org_toolbox_for_1-98.php Homework Assignment: 500 words or more: How can strategic service help diversify these the organizations discussed in class?

Mar 2nd: Leadership and Identity development

Reading Assignment: Developing Leadership, author unknown. http://www.tenant.net/Organize/devlead.html & An Activists' Strategy for Effective Online Networking, by ONE/Northwest. Available at http://www.onenw.org/bin/page.cfm?pageid=42

March 16th:MIDTERM:

Presentations on Oral History of Service Agency (Must be 10minutes &use powerpoint)

March 30th: Organizing with an International Frame of Reference

Class Visit to Tenement Museum, in NYC Reading Assignments: She Trapp, Basics Of Organizing, http://www.tenant.net/Organize/orgbas.html Environmental Information Network, The Control Game, http://www.actionpa.org/activism/controlgame.html Homework: Reflection paper of visit.

April 13th: Community Development Organizations: Where does the “Community” fit? Enhancing the Mission of SPC in the community

Reading Assignment : Randy Stoecker, "The Community Development Corporation Model of Urban Redevelopment: A Political Economy Critique and An Alternative" http://comm-org.wisc.edu/papers96/cdc.html Homework: Service Work Reflection Does your service agency work well with other community organizations? If not, how can it improve its efforts?

April 27tht: Community Visioning and Planning: How do we continue this work outside of the classroom?

Reading Assignment: The Community Toolbox, by the Community Toolbox Team. Participatory Approaches to Planning Community Interventions,

http://ctb.lsi.ukans.edu/tools/EN/sub_section_main_1143.htm, Marie Kennedy, "Transformative Community Planning: Empowerment Through Community Development."

May 11th: FINAL DUE

Appendix 3

Saint Peter’s University

Public Policy Program

Ur-126-PP - Introduction to Public Policy and Social Activism

I. Course Framework

Below I have listed public policy problems for you to think about this semester. I know what you

are thinking: you are kidding us, right professor? But these are questions and problems policy

analysts deal with every day. You may be asking yourself: Are these problems really solvable?

Can I solve even one of them? Where would I start? What help would I need? What is public

policy anyway? What makes a “policy” problem “public”? Some of these don’t sound like

problems, do they? Why? Aren’t these really “political” issues for politicians to handle? Who is

a politician? What is a policymaker? What is social activism? Who is an advocate? Aren’t they

lobbyists? Who are the people who have a stake in the outcomes of solving these problems?

Special interest groups? Citizens? TV Pundits? Others? Me? You?

In this course, we will try to answer all of these questions and more, while you each analyze

one specific problem (or set of problems) assigned to you.

In the US today, public policy debate centers on many issues, including:

1. War/Peace in the Middle East

2. Education

3. Terrorism

4. Health Care Reform

5. Political Corruption

6. “Don’t Ask, Don’t Tell”

7. Unemployment

8. Racism

9. National Debt

10. Poverty

11. Drugs

12. Recession, Depression, Economic Crisis

13. Torture

14. Guns/Domestic Firearms Policy

15. Sexuality education in public schools

16. Immigration

17. Same-sex Marriage

18. Reproductive Rights

19. North Korea

20. Sexism/Homophobia

II. Goals

The goals of this course will be:

1) Define public policy

2) Understand policy analysis

3) Learn the toolbox for decision making known as The Rational Model

4) Learn how to write a policy memo (in eight easy steps)

5) Distinguish the role of the activist/advocate from the role of the policy

analyst/policymaker

III. Materials

Texts:

Stone, Policy Paradox

Bardach, A Practical Guide for Policy Analysis: The Eightfold Path

A binder or accordion file for use as a clip file to contain your research and background materials

Articles, cases, exercises and handouts as posted on Blackboard or handed out in class

IV. Grades:

Attendance 15%

Participation 15%

Writing Diagnostic 10%

6 Short Papers 30% (5% each)

1 Draft of Final Paper 10%

1 Final Paper 20% (includes credit for oral presentation)

Total 100%

Please note: The Final Paper will be the final product assembled from the work you did on

the six short papers all semester. Put together all six parts of your paper from the short

paper assignments described below, make the changes recommended by your instructor in

writing (from his comments on your short papers) and during oral presentations (from

class notes on all presentations, not just your own), polish and present as final product.

Grading System:

A 94-100 Outstanding C 73-76 Satisfactory

A- 90-93 Excellent C- 69-72

B+ 86-89 Very Good D+ 65-68 Poor but Passing

B 82-85 Good D 60-64

B- 81-84 Above Average F 59 and below Failure

C+ 77-80 Average

Also note that throughout the semester, handouts or postings on Blackboard will assist you in

clarifying and understanding specific components of your writing assignments.

Your regular attendance at class meetings is necessary for doing well in this course. Frequent

absences will count against your grade.

You are expected to be in the assigned meeting classroom and in your seat by 6:00 PM sharp.

Frequent late arrivals or chronic early departures will count against your grade.

IMPORTANT

Please take note of these two important rules:

(1) No written assignment for this course may ever be submitted by email, fax or any other

electronic means. Only hard-copy versions handed in at the beginning of class on the date

due will be accepted.

(2) At the discretion of the professor, persistent absences or tardiness, consistently late

assignments, any demonstration of disrespect for any class guest, your professor or any

student enrolled in this class section, or failure to satisfactorily complete any single

component of this course, may result in an exceptionally low or even failing final grade for

this course.

V. Electronic Etiquette

As a general rule, most electronic communication and entertainment devices, including all

laptops, cell phones, beepers, iPods, Mp3s, and handheld email devices, must be turned off

during class time. There are three exceptions to this rule: (1) if you are using your handheld or

notebook computer to take class notes; (2) if you have primary care-taking responsibilities for a

loved one and must be reachable by phone at all times; or (3) if you are in an emergency

situation or are expecting a truly urgent communication. Invoking one of these exceptions is

subject to the Saint Peter College’s code of honor, i.e., you do not have to report any of these

circumstances to me. It is assumed that if you are using these electronic devices you fall within

an exception. If any of these exceptions applies to you, please turn off any sounds or audible

signals your device may emit during use, including ringers and ringtones, or use a vibrating

signal if your device has one, and be sure to sit near a door and exit quietly to take a call or

respond to a message.

VI. Computer Proficiency

This course assumes that you can use a PC or Mac and understand how to do basic word

processing, use Blackboard for the on-line component of the course, and search and retrieve

information from electronic databases. All of your assignments must be word-processed using

MS Word, MS Works, WordPerfect or a compatible equivalent software program. If you have

little or no prior computer experience, you should enroll in a workshop arranged by the Public

Policy Program. The course also assumes that you understand how to do basic research using

library and electronic resources. If you are unsure of your research skills, please solicit the help

of the librarians in the library, or speak with me after class or during office hours.

VII. Class Schedule, Readings and Assignments

Week 1 8/31/10

Introductions, Review of Syllabus and Assignments

Discussion: What is public policy? What is social activism? What is advocacy? What is policy

analysis? What role do nonprofits play in public policy? How do we define policy problems?

Assignment: [Assignments listed here are usually due at the beginning of this week’s class.

Today, because it is the first day of class, I will distribute the assignment and we will discuss the

writing diagnostic exercise (the taxi cab case), due next week.]

Week 2 9/7/10

The Taxicab Case writing assignment due [writing diagnostic]

Discussion of the case

Week 3 9/14/10

A. Define the Policy Problem

Bardach, pp. xi – 8

Stone, pp.17 – 34 The Market and the Polis

Assignment due: Distribution of policy issues and research packets; continue defining your

policy problem in your own words.

Week Four 9/21/10

B. Assemble Some Evidence

Bardach, 9 - 27

Stone, 39 – 60 Equity

Assignment: Writing assignment #1 due, Definition of policy problem (2 pages max.)

Week Five 9/28/10

C. Project the outcomes, confront the trade-offs, and decide

Bardach, 37 – 40

Stone, 61- 85 Efficiency

Assignment: Writing assignment #2 due, Assemble some evidence (2 pages max.)

Week Six 10/05/10

D. Tell your story

Bardach, 41 – 46

Stone, 86 – 107 Security

Assignment: Writing assignment #3 due, Project the outcomes, confront trade-offs, decide (2

pages max.)

Week Seven 10/12/10

E. Gather Data

Bardach, 47 - 69

Stone, 108 – 130 Liberty

Assignment: Writing assignment #4 due, Tell Your Story (this time only, “3” pages max.)

Week Eight 10/19/10

F. Make Recommendations

Bardach, 87 – 94

Stone, 232 – 256 Decisions

Assignment: Writing Assignment #5 due, Gather Data (2 pages max.)

Week Nine 10/26/10

Reread Bardach

Stone, 303 – 321 Facts

Assignment: Writing assignment #6 due, Make Recommendations (2 pages max.)

Week Ten 11/2/10

Policy Memo Writing Workshop

Student Presentations begin

Week Eleven 11/9/10

Student Presentations

Week Twelve 11/16/10

Student Presentations

Week Thirteen 11/23/10 [Thanksgiving Holiday]

Use this time for drafting final paper

Week Fourteen 11/30/10 [Draft of Final Paper Due]

Week Fifteen 12/07/10 [Final review and discussion]

Week Sixteen 12/14/10 [Final Paper Due with Appendix]