Loading in 2 Seconds...
Loading in 2 Seconds...
“ Teaching a Graduate Course in Social Equity and Public Policy: One Instructor’s Recent Experience” 2010 NASPAA Conference Transitions in Public Service 1 October, 2010. Presented By Blue Wooldridge Fellow, and Member of the Board of Directors
One Instructor’s Recent Experience”
2010 NASPAA Conference
Transitions in Public Service
1 October, 2010
Fellow, and Member of the Board of Directors
National Academy of Public Administration and Chair
NAPA’s Standing Panel on Social Equity in Governance
ProfessorThe L. Douglas WilderSchool of Government and Public AffairsVIRGINIA COMMONWEALTH UNIVERSITYRichmond, VA 23284-2028
The mission, governance, and curriculum of eligible programs shall demonstrably emphasize public service values. Public service values are important and enduring beliefs, ideals and principles shared by members of a community about what is good and desirable and what is not. They include pursuing the public interest with accountability and transparency; serving professionally with competence, efficiency, and objectivity; acting ethically so as to uphold the public trust; and demonstrating respect, equity, and fairness in dealings with citizens and fellow public servants. NASPAA expects an accreditable program to define the boundaries of the public service values it emphasizes, be they procedural or substantive, as the basis for distinguishing itself from other professional degree programs. (p. 2, italics and underlining, mine).
5.1 Universal Required Competencies: As the basis for its curriculum, the program will adopt a set of required competencies related to its mission and public service values.
The required competencies will include five domains: the ability
• to lead and manage in public governance;
• to participate in and contribute to the policy process;
• to analyze, synthesize, think critically, solve problems and make decisions;
• to articulate and apply a public service perspective;
• to communicate and interact productively with a diverse and changing workforce and citizenry.
Virginia Commonwealth University
Tuesdays 4-6:40 pm
First meeting Tuesday August 25, Room Temple 2223
Recently, the National Academy of Public Administration’s Board of Directors adopted social equity as the fourth pillar of public administration, along with economy, efficiency, and effectiveness. Social equity is defined as, “The fair, just and equitable management of all institutions serving the public directly or by contract, and the fair and equitable distribution of public services, and implementation of public policy, and the commitment to promote fairness, justice, and equity in the formation of public policy’ (National Academy of Public Administration, 2000). This presents a unique set of opportunities and challenges to public policy researchers and practitioners in terms of defining, measuring, assessing and promoting social equity in public policy. This interdisciplinary survey course is designed to introduce graduate students to the concept of social equity and its relationship to public policy.
This is a reading intensive course that will be taught in a seminar style and require active participation. The course will help students better understand social equity in the context of public policy analysis in an active learning environment. At the end of the course, students will be able to:
SESSION I INTRODUCTION: SOCIAL EQUITY: ESSENCE-EVOLUTION-EMERGENCE
SESSION II THE MINNOWBROOK TRADITION-THE ROAD FROM MINNOWBROOK I-CLARIFICATION OF TERMS AND CONCEPTS
SESSION III THEORETICAL-PHILOSOPHICAL- RELIGIOUS BASIS OF SOCIAL EQUITY
SESSION IV SOCIAL EQUITY AND HEALTH
SESSION V INTEGRATING SOCIAL EQUITY IN TO
THE MASTER'S CURRICULUM
SESSION VI SOCIAL EQUITY AND ECONOMY
SESSION VII SOCIAL EQUITY AND EDUCATION
SESSION VIII SOCIAL EQUITY AND RACE
SESSION IX SOCIAL EQUITY AND THE CRIMINAL JUSTICE SYSTEM
SESSION X SOCIAL EQUITY AND MEASUREMENT
SESSION XII STATE CAUSED SOCIAL INEQUITIES
SESSION XII SOCIAL EQUITY AND EMERGENCY MANAGEMENT/ SOCIAL EQUITY AND
THE DIGITAL DIVIDE
SESSION XIII USEFUL THEORIES FOR RESEARCH IN SOCIAL EQUITY
SESSION XV DEVELOPING A SOCIAL EQUITY
SESSION XVI ORAL PRESENTATIONS ON
You will write a scholarly essay describing the Theoretical/philosophical/and-or Religious rationale for support or opposing the concept of Social Equity as defined by the NAPA Standing Panel (if you want to use a different definition, please describe it).
Assignment II: Scholarly essay on “State Caused social Inequities”.
We have discussed the “dysfunctional” consequences of the “Cash for Clunkers” program, and my attached ppt describes other examples of either intended or unintended consequences leading to social inequities because of government (state) programs.
In this assignment you are to:
1. Write a scholarly essay describing and critiquing Robert
Merton’s Unanticipated Consequences of Purposive Social Action (Am. Soc. Review, Vol. 1, No.6, Dec. 1936) using the original and other sources. 40%
2. Describe a series of “state” programs that caused social inequities;
3. For each describe the program, the dysfunctional consequences, and whether these consequences were intended or unanticipated. 30%
4. Apply Merton’s theory to these programs. To what extent could this theory anticipate the dysfunctional consequences. To what extent could this theory suggest ways to mitigate the dysfunctional consequences. 20%
5. What advice do could you provide public affairs practitioners as to detecting and avoiding “unintended dysfunctional state caused social inequities?” 10%
Paper on Developing a Theory of Social Equity:
Using the literature on “Theory Building” describe and discuss various methods of developing a theory. 15%
Describe several theories that would be useful in building a theory of Social Equity (following Silverman’s definition of a Theory). 45%
Develop, discuss and justify your “theory” of Social Equity. 40%
1. Prepare a scholarly essay on the origins, essences, pros and cons of the existence of the concept of Social Equity and Governance. 15%
2. Briefly, but thoroughly describe and discuss the Public Policy Area and the specific sub-public policy (SPPA) area in the Richmond Metropolitan Area that your group is studying. 10%
3. Describe and discuss the most important Social Equity (SE) issues and concerns in this sub-public policy area. 20%
4. Identify and discuss the most important indicators and score cards needed to track Social Equity issues in this SPPA. 20%
5. Recommend and discuss strategies to improve Social Equity in this SPPA in the Richmond Metropolitan Area. Identify possible obstacles to the implementation of these strategies 20%
WILL BE HELD AT
JUNE 8-10, 2010
For more information contact
Dr. Nadia Rubaii-Barrett
Chair Department of Public Administration