Lucinda M. Deason-Howell, Ph.D., MPA 
262E Polsky 
Phone: 972-5596 
Email: deason@uakron.edu
Office Hours: 
Tuesdays: 5-6:00pm
Thursdays: 5-6:00pm

Course Description
This course will examine the political institutions and policymaking processes that impact legislation affecting the aged including: the president, Congress, interest groups and government agencies.  This examination will also involve analyzing federal and state level adoption and implementation of the Medicare, Medicaid and Social Security programs for the aged.

Required Texts
The following books are required for this course and are available at the bookstore:

Robert B. Hudson.  (1997) The Future of Age-Based Public Policy.
Carol S. Weissert and William G. Weissert.  (1996) Governing Health.

In addition, you will be assigned readings from other sources that will be on reserve at the library.

Course Objectives:
The following course objectives will be met:
$ students will become familiar with the public policy issues that impact older adults;
$ students will become familiar with the roles that political institutions and actors play in the policymaking process; and
$ students will become familiar with thinking critically.

Grading Policy
To achieve the highest grade in this course student must demonstrate the following:
$ an understanding of the concepts based on two examinations
$ the ability to articulate a variety of issues relevant to the topics covered; and
$ the ability to adopt and defend a position on policy issues.

The course grade will be based on the following:

Examination--40 points (40%)
Midterm--(20 points)
Final Examination --(20 points)

Group Projects-- (40 points) (40%)
Project #1-- (20 points)
Project #2 --(20 points)

In-Class Assignments--20 points (20%)
 

Examinations
Each student is required to complete two in-class examinations.  The examinations will occur on the following dates:

Examination #1: August 2, 2001
Examination #2: August 16, 2001

Make-up Policy for Examinations
Only if a student has a University-approved excuse for missing an examination AND if the professor is notified PRIOR to the examination, can arrangements for a make-up examination be made.  Note, however, that there is no guarantee that the format of a make-up examination will be the same as the regular exam administered to the class.  If the student fails to notify the professor and then misses an exam, the student will receive a score of zero.

Students Responsibilities:
This is a discussion-oriented course.  It is imperative that students complete the assigned readings BEFORE a topic is covered in class.  Class participation means speaking up; Aright@ answers are not as important as stating an opinion or thought.

In-Class Assignments
Students are required to participate in group discussions based upon topics assigned.  Students must attend class in order to receive credit for these assignments.

Class Schedule and Assignments

Week #1
Date Topics and Assignments  Readings
7/17 Overview of Aging and Public  Hudson, Ch. 1;
& Policy 
7/19 Weissert & Weissert, Ch. 6

Week # 2 
Date Topics and Assignments  Readings
7/24 Oldest Old: Challenges for   Hudson, Chs.2, 3, and 6;
Public Policy    Moody Ch. 2 (reserve
& Competing for Policy   reading)
7/26 Benefits

Week #3 
7/31 Social Security,   Hudson Chs. 9, 10, 11, and
& Medicare and Medicaid   12

8/2 Mid-Term Examination

Week #4
 8/7 Project #1 DUE
& President and Congress Weissert & Weissert Chs. 1and 2
8/9 

Week #5 
8/14 Interest Groups, Bureaucracy and Hudson Ch. 5, Weissert &
& State-Level Political Institutions Weissert Chs. 3, 4 and 5
8/16 Final Examination
Project #2 DUE
 

Lucinda M. Deason-Howell, Ph.D., MPA 
262E Polsky 
Phone: 972-5596 
Email: Deason@uakron.edu
Office Hours: 
Mondays 2:30-3:30pm & Tuesdays 3-4:00pm
or by appointment

Course Description
In this course students will examine the basic framework of social science research methodologies and basic statistical techniques.  This course stresses analytical approaches to problem definition and the application of statistical techniques to hypothesis testing.  Data analysis using computer software, SPSS (the Statistical Program for the Social Sciences), is integrated throughout the course.

Course Expectations
Students are expected to attend class and participate in discussion and class exercises.  Students are expected to read the assigned material before it is discussed in class.  Additional readings or exercises may be assigned during the semester.  Examinations due to being absent can not be made up without documentation of illness or incident. 

Course Objectives
The following course objectives will be met:
 · students will become familiar with designing research studies;
 · students will become familiar with operationalizing concepts;
 · students will become familiar with using SPSS software;
· students will become familiar with measures of association and hypothesis testing; and
· students will become familiar with T-tests and ANOVA.

Texts
The following books listed are the main texts for this course and are available at the bookstore:

Evan Berman. (2002). Essential Statistics for Public Managers and Policy Analysts.(2002). 
Exercising Essential Statistics Workbook.
George, Darren and Paul Mallery. (2003). SPSS for Windows Step by Step: A Simple Guide and Reference 11.0 Update.
O’Sullivan, Elizabethann, Gary R. Rassel, and Maureen Berner. (2003). Research Methods for Public Administrators. 

Grading
The course grade will be based on the following:
Examinations 
(3 @ 15% each)              45%
Computer Assignments 
(5 @ 11% each)           55%
                                       100%

Assignments
Students are required to submit assignments on the day that they are due.  All assignments must be typed and proofread prior to submission.  Late assignments will not be accepted.  Students must work independently when completing all assignments and examinations. (NOTE: Grammar and style counts for 15% of the grade).

Extra Credit
There will be no extra credit assignments provided in this class.

Class Schedule and Reading Assignments
Session# Dates  Topics & Assignments  Readings

1  8/27  Introduction to Course 

2  9/3  Overview of Research 
Methods/Univariate   Berman, Chs. 1 & 2;
Analysis O’Sullivan, Rassel, and Berner Ch. 1

3  9/10  Research Designs for 
    Description and Explanation  O’Sullivan, Rassel, & 
    Assignment #1 due   Berner, Chs. 2 & 3

4  9/17  Index Construction   O’Sullivan, Rassel, & 
         Berner, Ch. 10

5  9/24  Measuring Variables/
    Reliability & Validity   O’Sullivan, Rassel, & 
    Assignment #2 due   Berner, Ch. 4

6  10/1  Examination #1

7  10/8          Sampling/Confidence   O’Sullivan, Rassel, & 
    Intervals    Berner, Ch. 5

8  10/15  Measures of Association  Berman, Ch. 4
    Assignment #3 due

9  10/22  Hypothesis Testing with 
    Chi-square     Berman, Ch. 3; 
         O’Sullivan, Rassel, & 
        Berner, Ch. 12

10   10/29  National Citizen’s Coalition for 
       Nursing Home Reform Conference:
       NO CLASS

Session# Dates  Topics & Assignments  Readings
11   11/5  Examination #2/
       T-Tests and ANOVA   Berman, Ch. 5
       Assignment #4 due

12  11/12  American Public Health Association
      Conference; NO CLASS

13   11/19  Data Collection/    O’Sullivan, Rassel, &
       Human Subjects   Berner, Ch. 7; & 8

14   11/26  Minority Health Conference;
       NO CLASS

15   12/3  Secondary Data Analysis:
       Finding and Analyzing 
       Existing Data Sets   O’Sullivan, Rassel, & 
       Assignment #5 due   Berner, Ch. 9

16  12/10  Final Examination 
 

Lucinda M. Deason-Howell, Ph.D                                                                                                        Fridays 6-9:00pm & 
262E Polsky                                                                                                                                           Saturdays 9:00am – 5:00pm
Phone: 972-5596                                                                                                                                    Email: Deason@uakron.edu
Office Hours:
Fridays 3-4:00pm or by appointment
 
 
 

Course Description:

This is an experientially-based research practicum course on theory-building and theory testing through the examination and application of the five qualitative traditions of inquiry, including:  Biographical studies, Phenomenological studies, Grounded Theory studies, Ethnographic studies, and Case studies.  We will also engage in collecting and analyzing data. 

It is understood that students have already been exposed to the philosophy of inquiry and have had some exposure to methods and statistics.

Course Objectives
$ To explore the 5 traditional qualitative designs and various methods of data collection and analysis (that is; Designs: Case Study, Biography, Grounded Theory, Ethnography, Phenomenology and Methods for Data Collection: Observations, Interviews, Documents, and Audio-visual materials; and Methods of Data Analysis: Biography – Chronology, Phenomenology – Horizontalization, Grounded Theory – Open, Axial, and Selective coding, Ethnography – Description of the Culture-Sharing Group and the setting, Case Study – Categorical Aggregation, Direct Interpretation, Patterns, Naturalistic Generalizations, and Description),
$ To learn how to practically apply the 5 qualitative designs/methods, and
$ To develop a capacity for analyzing and interpreting qualitative studies.

Learning Outcomes
 · Students will become familiar with the 5 traditional qualitative designs and various methods of data collection and analysis.
 · Students will learn how to apply the 5 qualitative designs/methods to research studies.
 · Students will learn how to analyze and interpret qualitative studies.
 
 
 

Required Texts:

The following books are the main texts for this course and are available at the bookstore:
Creswell, John W. (1998). Qualitative Inquiry and Research Design: Choosing Among Five Traditions. Thousand Oaks, CA: Sage Publications, Inc.
Creswell, John W. (1994). Research Design: Qualitative & Quantitative Approaches. Thousand Oaks, CA: Sage Publications, Inc.

Grading:

The course grade will be based on the following:
Research Proposal           35 points (35%)
Assignments                   (5 @ 10 points each)  50 points (50%)
Presentations     10 points (10%)
Field Diary     5 points (5%)

Note: Grammar and style counts for 20% of every assignment and the research proposal.

Research Proposal
Each student is required to complete a research proposal based on the topic of interest selected in assignment #1 described in the “Assignment” section of this syllabus.  The research design must employ a qualitative approach.  The research proposal must be wordprocessed or typewritten and double-spaced. The research proposal must include the following sections: 
I. Title Page (on a separate page)
II. Abstract (on a separate page)
III. Introduction (Background and Rationale for the Study)
IV. Purpose (Significance and Aim(s) of the study; State Hypothesis(es) to be Tested)
V. Literature Review
VI. Method (Research Design, Targeted Population, Sampling Strategy, Data Collection Plan(s), Data Analysis Plan(s))
VII. Appendix(ces) (Tables, Graphs, Copy of Interview Instrument, Interview Consent Form (Human Subjects Approval), etc.) (on a separate page)
VIII. Literature Cited (on a separate page)

The research proposal is due: 4/26/03 at 9:00am.

Assignments
Each assignment is no more than 6 double-spaced pages and a detailed description of the assignments is provided below:
Assignment #1 (DUE: 2/14/03) (There are three separate assignments that must be submitted): 
Each student is required to:
1. select a topic of interest to her/him (YOU MUST OBTAIN APPROVAL OF YOUR TOPIC FROM THE INSTRUCTOR BY 1/18/03), 
2. write a brief summary of your topic grounded in the literature,
3. find an example of qualitative research that has been performed on your topic (published as a book or research article).  Critically review the publication (by addressing the philosophical, theoretical, and historical premises). KEEP A FIELD DIARY.

Assignment #2 (DUE: 2/14/03):
Each student is required to:
1. collect and analyze empirical materials related to the topic assigned using the Focus Group data collection method in order to conduct a Case study (multiple cases). Write a brief summary of the topic grounded in the literature.
2. submit a short paper outlining the research design, data collection method, and data analysis plan, and results. KEEP A FIELD DIARY. 

Assignment #3 (DUE: 3/21/03):
Each student is required to: 
1. collect and analyze empirical materials related to the topic assigned using the interview technique to conduct a Biographical study.  Write a brief summary of the topic grounded in the literature.
2. submit a short paper outlining the research design, data collection method, and data analysis plan, and results. KEEP A FIELD DIARY.

Assignment #4 (DUE: 3/21/03):
Each student is required to:
1. collect and analyze empirical materials related to the topic assigned using the interview technique to conduct a Grounded Theory study.  Write a brief summary of the topic grounded in the literature.
2. submit a short paper outlining the research design, data collection method, and data analysis plan, and results. KEEP A FIELD DIARY.

Assignment #5 (DUE: 4/25/03):
Each student is required to:
1. collect and analyze empirical materials related to the topic assigned using the interview technique to conduct a Phenomenological study. 
 Write a brief summary of the topic grounded in the literature.
2. submit a short paper outlining the research design, data collection method, and data analysis plan, and results. KEEP A FIELD DIARY.

Assignment #6 (DUE: 4/25/03):
Each student is required to:
1. collect and analyze empirical materials related to the topic assigned using 
the observation technique to conduct a Ethnographical study.  Write a brief summary of the topic grounded in the literature.

2. Submit a short paper outlining the research design, data collection method, and data analysis plan, and results. KEEP A FIELD DIARY.

Presentations
During the 8 class periods that we meet, students will be required to present a summary of the assignment that is due.  Each student will indicate on the sign-up sheet which date they will  present their assignment.  Those students who are not required to present will be expected to contribute to the discussion after the presentations.

Class Schedule and Reading Assignments:
Session# 
1 
1/17 
Designing a Qualitative Study, 
& 5 Types of Qualitative Studies 

1/18 
Traditions of Inquiry,
Philosopical & Theoretical Frameworks, 
Uses of the Literature, Scholarly Writing  Cresswell
Collect Data for Assignments # 1 & 2   (1998) Chs 2, 
3, 4, & 5; Cresswell (1994) Chs. 1, 2, & 11.

2 
2/14 
Introducing and Focusing the Study,
 &  Assignments 1 & 2 are DUE
2/15 
Data Collection, 
Questions, Objectives, and Hypotheses  Cresswell 
Collect Data for Assignments #3 & 4  (1998) Chs. 6 
Presentations      & 7; Cresswell (1994) Chs. 3, 4, and 5

3 
3/21 
Data Analysis, 
&  Assignments 3 & 4 are DUE

3/22    Writing the Narrative Report, 
Standards of Quality and Verification,
Use of Theory, Definitions, Delimitations,
and Significance of the Study, Qualitative 
Procedures, and the Conclusion   Cresswell 
Collect Data for Assignments #5 and 6  (1998) Chs. 8, 
Presentations      9, 10, 11; Cresswell (1994) Chs. 6, 7, and 9

4
4/25 
Presentations  &  Assignments #5 & 6 are DUE

4/26 
Research Proposal and Field Diary are Due: 9:00am.
 

Lucinda M. Deason-Howell, Ph.D., MPA 
262E Polsky 
Phone: 972-7618
Email: deason@uakron.edu
Office Hours: 
Mondays 2:30-3:30pm & Tuesdays 3-4:00pm 
or by appointment

Course Description
Students will be introduced to models of public policy formulation; major policy issues; and policy implementation problems.  This course will also cover political and economic concepts for evaluating the consequences of government decision making. 

Course Expectations
Students are expected to attend class and participate in discussion and class exercises.  Students are expected to read the assigned material before it is discussed in class.  Additional readings or exercises may be assigned during the semester.  Examinations due to being absent can not be made up without documentation of illness or incident.  All assignments must be typed and proofread prior to submission.  Late assignments will not be accepted.

Course Objectives 
The following course objectives will be met:
 · students will become familiar with the political institutions at both the federal and 
state levels of government;
 · students will become familiar with models of public policy formulation;
 · students will become familiar with implementation problems; and
 · students will be exposed to both economic and political approaches to analyzing public policy.

Required Texts
The books listed below are the main texts for this course and are available at the bookstore:
Weimer, David L. and Aidan R. Vining (1999). Policy Analysis Concepts and Practice. Third Edition.
Gerston, Larry N. (1997). Public Policy Making Process and Principles.
Sabatier, Paul A. (1999). Theories of the Policy Process.

Grading
The course grade will be based on the following:

Examinations40 points (40%)
Midterm (20 points)
Final   (20 points)

Projects40 points (40%)
Project #1 (20 points)
Project #2 (20 points)

In-Class Assignments  20 points (20%)

Examinations
Each student is required to complete two in-class examinations.  The examinations will occur on the following dates:

Examination #1: October 21, 2002
Examination #2: December 9, 2002

While the date for examination #1 is tentative, the date for examination #2 is firmly set.

Make-up Policy for Examinations
Only if a student has a University-approved excuse for missing an examination AND if the instructor is notified PRIOR to the examination, can arrangements for a make-up examination be made.  Note, however, that there is no guarantee that the format of a make-up examination will be the same as the regular exam administered to the class.  If the student fails to notify the instructor and then misses an exam, the student will receive a score of zero. 

Projects
Students are required to complete and present two projects to their fellow classmates.  Specific details regarding each project will be provided at a later date. (Note: Grammar and style counts for 20% of the project grades.)

In-class Assignments
Students are required to participate in group discussions based upon topics assigned.  Students must attend class in order to receive credit for these assignments.

Extra Credit
There is no extra credit available for this course.

Class Schedule and Reading Assignments
Week#  Dates  Topics & Assignments  Readings

1  8/26  Defining Policy Analysis?

2  9/2  LABOR DAY; NO CLASS

3  9/9 
Examining the Context of 
    Public Policies & Adopting 
    Public Policies    Gerston, Chs. 1 & 2;
Project #1 Assigned   Sabatier, Chs. 1 & 2

4  9/16 
Setting the Public Agenda &
Policy Makers= Roles   Gerston, Chs. 3 & 4;
     Sabatier, Chs. 1 & 2

5  9/23 
Rationales for Public Policy  Weimer & Vining 
Chs. 5, 6, & 7

6  9/30 
Limits to Public Intervention  Weimer & Vining
Chs. 8 & 9

7  10/7  Project #1

8  10/14  Presentations 

9  10/21  Mid-term Examination

10  10/28  NATIONAL CITIZEN’S COALITION FOR NURSING HOME REFORM CONFERENCE; NO CLASS

11  11/4 
Policy Implementation     Weimer & Vining
Project #2 Assigned   Ch. 10, and Gerston
Ch. 5

12  11/11 
AMERICAN PUBLIC HEALTH ASSOCIATION 
CONFERENCE;; NO CLASS

13  11/18 
Resolving Policy Problems  Gerston, Ch. 6 &
Weimer & Vining
Ch. 8

14  11/25 
Cost-Benefit Analysis   Reserve Readings
Stokey & Zeckhauser
Chs. 9 & 10
15  12/2  Presentations

16  12/9   Final Examination