Course Syllabus
HR 5773 - Policy, Program, & Practice
Faculty Contact Information
Course Details
For a list of course activities, scroll to the bottom of this page.
Course Description
This course explores the role of policy, programs, and practices that empower students to evaluate, create, and execute critically oriented evidence-informed policy solutions in public and private sectors (e.g., government and non-government settings). For example, students will examine notable policy in the U.S. that was designed to address access and equity issues for marginalized populations. Further, students will identify and discuss key programs that have been designed as a response to policy solutions that increase equality, promote equity, and forge enduring social change.
Course Prerequisites
Graduate standing or permission of instructor.
Course Materials
- There are no required textbook(s) for this class, however additional reading sources may be recommended.
- Journal articles will be the main source of reading in the course and provided through canvas.
- Computer access with internet, video chat function, word-processing capabilities, and an updated web browser are needed
Grades
Breakdown
Assignments will be used to evaluate students' abilities in synthesizing and applying material from the lectures and the class readings. Successful work with cooperative groups is also required. The grading breakdown is as follows:
| Activity | Description | Percentage |
|---|---|---|
| Participation | Weekly Live Sessions | 10% |
| Group Presentation | Teams of 3 students will create a presentation that is an examination and development of policy and programs | 25% |
| Group Paper | Teams of 3 students will submit a written assignment that is an examination and development of policy and programs | 25% |
| Reflections | 3 reflections throughout the semester on your thoughts/perceptions on topics related to issues discussed in this course. | 25% |
| Peer Review | Two peer evaluations (on the presentation and paper) is required once groups submit their projects. | 15% |
| Total | 100% |
Scale
| Percentage | Letter Grade |
|---|---|
| 90–100% | A |
| 80–89% | B |
| 70–79% | C |
| 60–69% | D |
| Below 60% | F |
Course Components
Participation
Each week, we will meet for Live Sessions online. Attendance/participation in the Live Session is highly encouraged and will be graded. There are two ways in which you can earn points for the Live Session:
- Participate Live: This option should be your preferred choice. When possible, you should attend and participate in the Live Sessions in real-time. To get credit for your attendance, type in the date and time of the session you attended by clicking on the red "Start Assignment" button at the top the Live Session page. Your self-reported attendance log will be cross-checked against the attendance tracker in Zoom.
- Make-Up (Watch Recording-Submit Written Summary): In the event that your time zone, work or personal schedule makes it impossible for you to attend, you will need to review the recording of the Live Session and write a paragraph summarizing the Live Session from your perspective. Click on the "Start Assignment" button to type (or copy/paste) your paragraph into the text field. Don't worry if the system indicates your submission is late. You will have until Sunday at 11:59 p.m. Central to submit your paragraph summary.
Note: Be sure to utilize option 1 or 2 for each of the Live Sessions to receive full points. Regardless of when the session occurred, you must post your response based on option 1 or 2.
Critical Analysis Paper (Removed-Points Re-distributed)
Critically examining policy and the subsequent programs and practices that follows (or vice versa) allows for society to reflect on progress towards a more diverse and inclusive world, address gaps that hinder diversity, equity, and inclusion; and examine whether existing policy hinders progress. Often, it is not politicians or the institutions that develop the policies who are the first to be critical of policy, rather it is the community, grassroots social justice organizations, and/or policy advocacy organizations who provide the most thought-provoking perspectives revealing how effective (or not effective) policy may be.
For this paper, you will serve as a representative of a grassroots organization. You will identify a current policy that addresses one of the modes of marginalization and describe the following:
- an overview of the policy including its historical roots (literature review)
- Any current programmatic efforts to assist in addressing the policy
- Data or noteworthy changes since the policy’s inception
- Limitations to the Policy
- Limitations to any Programs
- Areas for growth
- Overall thoughts on the policy.
This paper is expected to be 5-6 pages (excluding title page and references) and double-spaced. All references and paper formatting are expected to be in APA format
Group Presentation
On the final week of class, each group will deliver a presentation of their policy proposal. This presentation can utilize any visual format you choose (PowerPoint, a Group Poster, Prezi etc.) but there must be a visual.
Your 10–15-minute presentation should provide a brief introduction of the literature and other relevant data, an overview of the policy, potential programs, and other outcomes.
Group Paper
For this final paper, each student will be added to a group and asked to develop a proposal for a new policy to address an issue facing one of the Modes of Marginalization. The policy is expected to be innovative and new, however, you are able to provide an addition to current policy where you are attempting to fill in any noticeable gaps that.
For this paper you will need to include the following:
- a title page
- introduction
- literature review that demonstrates a need for policy
- any relevant data that supports the need for the policy
- rationale
- an overview and description of the policy
- target audience
- description of potential programs related to the policy
- potential transformation in practice outcomes
This paper is expected to be between 13-15 pages (excluding title and reference pages), APA format and double-spaced.
Reflections
Having an opportunity to reflect on your own experiences with the subject matter is a great way to develop an understanding of the relevance and importance of policies, programs, and practices. You are required to complete three reflection papers throughout the course. Reflections are your thoughts/perceptions on the topics related to issues discussed in this course. You will be provided the literature to review and questions to respond to in a written 2–3-page paper.
Peer Review
As part of the group project, members will also be asked to evaluate group members for participation and provided a separate grade.
Course Policies
Communication
🚩🚩 How do you want students to contact you? Do you prefer to be contacted through Canvas or by email? Give students an estimate of when you will reply? Usually 24 hours M-F. Will you check emails over the weekend?
How do you prefer to be addressed (Professor, Dr., by your first name, etc.)? Clearly explain your role and expectations for how you would like students to interact with you and others. This may be especially helpful for learners who may need encouragement to "speak up". 🚩🚩
Feedback
🚩🚩 Please tell students when they can expect feedback and grades on their activities and assignments. You should aim for a one-week turnaround on most assignments. 🚩🚩
Late Policy
🚩🚩 Add information about your late policy or missed work. Will you accept late work? If so, will there be a penalty? 🚩🚩
Generative AI Policy
🚩🚩 (required component, text may vary and could be included, as long as it is explicit, in Academic Integrity Language)
In addition to syllabus policy language, you are encouraged to have Generative AI policies for each assignment in your class. This level of discussion about Generative AI will help reduce confusion among students about what is appropriate versus inappropriate usage. Even if you choose to implement a Generative AI ban, explaining how Generative AI could, but shouldn’t, be used, and why, on specific assignments, will help students navigate a digital environment in which Generative AI is increasingly integrated into search tools, e-books, Microsoft and Google products, etc. For examples of assignment policies and more, please visit CFE’s Generative AI course.
Five policy examples are provided based on the AI Assessment Scale (Perkins, Furze, Roe, and MacVaugh 2024), and a sixth that indicates that the policy will change depending on the specific assignment. The AI Assessment Scale was intended to be used for policy guidance on individual assessments, but may also be used across your course, if appropriate. You may also want to mix and match the sample statements to more closely align with your course goals and pedagogical approach. Please view the AI Policy Examples page for details and verbiage about each policy example. 🚩🚩
Plagiarism
🚩🚩Plagiarism is the most common form of academic misconduct at OU. There is basically no college-level assignment that can be satisfactorily completed by copying. OU's basic assumption about writing is that all written assignments show the student's own understanding in the student's own words. That means all writing assignments, in class or out, are assumed to be composed entirely of words generated (not simply found) by the student, except where words written by someone else are specifically marked as such with proper citation. Including other people's words in your paper is helpful when you do it honestly and correctly. When you don't, it's plagiarism.
For more information about plagiarism, watch this video and then take this short course offered by University Libraries. 🚩🚩
University Academic Policies and Student Support
Access the University Academic Policies Document.