Christopher Wlezien

GOV 384M • Public Opinion & Public Policy

389005 • Fall 2017
Meets TH 3:30PM-6:30PM BAT 5.102

The University of Texas at Austin

Government 384M:

Public Opinion and Public Policy

Fall 2017

Christopher Wlezien

Wlezien@austin.utexas.edu

Course Description

This course examines the interrelationships between public opinion and public policy in the US and other countries, and should be of relevance to students of American Politics, Comparative Politics, and Public Policy.  It is designed to meet the needs of graduate students who hope to do original research, master a doctoral field, or teach in the area.  The literature that has been chosen is not inclusive of the wide-ranging and rapidly-expanding work that comprises the field, and encompasses those areas of recurrent scholarly interest, but should serve as a useful starting point.  The first half of the course treats public opinion as a dependent variable and policy as an independent variable the second half of the course reverses things, treating policy as the dependent variable instead.  I think this structure and the readings themselves will give you a good sense for what we have learned about the subject and help you identify your own avenues for research.

Course Format

The class is a seminar.  Throughout the semester, participants will engage in two basic activities.  First, each week we will as a group plough through a set of assigned readings on the scheduled topic.  All students are expected to do all reading and be prepared to actively participate, as this is critical to the healthy functioning of the seminar.  Second, beginning in week 3, one or two students will take responsibility for each session.  This should promote participation, limit my proclivity for filibustering, and help prepare each student for the day when he or she must lead a class.  Seminar leaders are expected to distribute by e-mail five discussion questions for the class meeting. 

Grades

The main assignment for this class is the preparation of an original research paper, about which more detailed information will be provided in class, first in week 1 and then during the course, as appropriate. 

Performance in the class will be assessed as follows:

25%  General class performance

25%  Class presentations

50%  Research paper

•  5%   Hypothesis
• 10%  Proposal
• 35%  Final Paper.

Readings

The course readings will include numerous articles and books, including the following:

Brooks, Clem and Jeff Manza.  2007.  Why Welfare States Persist: Public Opinion and the Future of Social Provision.  Chicago: University of Chicago Press.

Dahl, Robert. 1956.  A Preface to Democratic Theory.  Chicago: University of Chicago Press.

Erikson, Robert S., Michael B. MacKuen, and James A. Stimson. 2002.  The MacroPolity.  Cambridge: Cambridge University Press.

Jones, Bryan and Frank Baumgartner. 2005.  The Politics of Attention.  Chicago: University of Chicago Press.

Mettler, Suzanne. 2011.  The Submerged State.  Chicago: University of Chicago Press.

Soroka, Stuart and Christopher Wlezien. 2010.  Degrees of Democracy: Politics, Public Opinion and Policy.  New York: Cambridge University Press.

Public Opinion and Representation

Department of Government

University of Texas at Austin

Christopher Wlezien

Wlezien@austin.utexas.edu

Course Description

This course examines the relationship between the public and elected officials in representative democracy.  It builds on democratic political theory but focuses mostly on empirical practice, particularly in the United States (US).  Special attention is paid to the representation of public opinion in the composition of elected bodies, the positions politicians take, and government policy actions themselves.  Along the way, we consider the roles played by characteristics of issues, electoral competition, political institutions, and political inequality, among other things.  By the end of the course, students should have a good sense for how well and why elected officials represent the public in the US. 

Course Format

The course will consist of lectures and discussion.  Thus, while the course is not a seminar, class participation is essential.  Student will need to keep up with the substantial reading and then be prepared to participate.  To encourage this, students will receive extra credit based on the quality—not just quantity—of their contributions to class discussion.  (See the description of “Grades” for details.)

Grades (tentative)

The main graded components for this class are the midterm and final examinations. Performance in the class will be assessed as follows:

  40%         General class performance

  60%         Final examination

+0-5 %      Participation

NOTE: A short “think” paper may be required in lieu of a final examination, in which case the final examination would be replaced by a 2nd midterm examination worth 40% of the final grade and the paper would be worth 20%. 

Readings

The course readings will include numerous articles and books, including the following:

Brunell, Thomas. 2008.  Redistricting and Representation: Why Competitive Elections are Bad for America.  Routledge.

Mezey, Michael L. 2008.  Representative Democracy: Legislators and their Constituents.  Rowman and Littlefield.

Erikson, Robert S., Gerald C. Wright, and John P. McIver. 1993.  Statehouse Democracy: Public Opinion and Policy in the American States. Cambridge: Cambridge University Press, 1993.

Soroka, Stuart and Christopher Wlezien. 2010.  Degrees of Democracy: Politics, Public Opinion and Policy.  New York: Cambridge University Press.

The University of Texas at Austin

Government 384M:

Spring 2016

Christopher Wlezien

Wlezien@austin.utexas.edu

Course Description

This course examines the interrelationships between public opinion and public policy in the US and other countries, and should be of relevance to students of American Politics, Comparative Politics, and Public Policy.  It is designed to meet the needs of graduate students who hope to do original research, master a doctoral field, or teach in the area.  The literature that has been chosen is not inclusive of the wide-ranging and rapidly-expanding work that comprises the field, and encompasses those areas of recurrent scholarly interest, but should serve as a useful starting point.  The reading will give you a good sense for what we have learned about the subject and help you identify your own avenues for research.

Course Format

The class is a seminar.  Throughout the semester, participants will engage in two basic activities.  First, each week we will as a group plough through a set of assigned readings on the scheduled topic.  All students are expected to do all reading and be prepared to actively participate, as this is critical to the healthy functioning of the seminar.  Second, beginning in week 3, one or two students will take responsibility for each session.  This should promote participation, limit my proclivity for filibustering, and help prepare each student for the day when he or she must lead a class.  Seminar leaders are expected to distribute by e-mail five discussion questions for the class meeting. 

Grades

The main assignment for this class is the preparation of an original research paper, about which more detailed information will be provided in class, first in week 1 and then during the course, as appropriate. 

Performance in the class will be assessed as follows:

25%  General class performance

25%  Class presentations

50%  Research paper

•  5%   Hypothesis
• 10%  Proposal
• 35%  Final Paper.

Readings

The course readings will include numerous articles and books, including the following:

Brooks, Clem and Jeff Manza.  2007.  Why Welfare States Persist: Public Opinion and the Future of Social Provision.  Chicago: University of Chicago Press.

Dahl, Robert. 1956.  A Preface to Democratic Theory.  Chicago: University of Chicago Press.

Erikson, Robert S., Michael B. MacKuen, and James A. Stimson. 2002.  The MacroPolity.  Cambridge: Cambridge University Press.

Jones, Bryan and Frank Baumgartner. 2005.  The Politics of Attention.  Chicago: University of Chicago Press.

Mettler, Suzanne. 2011.  The Submerged State.  Chicago: University of Chicago Press.

Soroka, Stuart and Christopher Wlezien. 2010.  Degrees of Democracy: Politics, Public

 Opinion and Policy.  New York: Cambridge University Press.

The American President

Department of Government

University of Texas at Austin

Christopher Wlezien

Wlezien@austin.utexas.edu

Course Description

This course examines the president’s role in US politics. The course focuses on what the public expects from presidents and whether and how presidents can deliver, in effect, the match between “demand” and “supply.”  The course begins with presidential elections—what explains why some candidates win and others lose?  This tells us what the public wants from presidents.  We then turn to presidential power—the influence of presidents on legislative, executive and judicial action.  This reveals what presidents can actually provide.  The course concludes with an assessment of presidential influence in different policy areas.  At the end of the course, students should have a good sense for possibilities and limits of presidential power in the US. 

Course Format

The course will consist of lectures and discussion.  Thus, while the course is not a seminar, class participation is essential.  Student will need to keep up with the substantial reading and then be prepared to participate.  To encourage this, students will receive extra credit based on the quality—not just quantity—of their contributions to class discussion.  (See the description of “Grades” for details.)

Grades (tentative)

The main graded components for this class are the midterm and final examinations. Performance in the class will be assessed as follows:

  40%         Midterm examination

  60%         Final examination

+0-5 %      Participation

Readings (tentative)

The course readings will include various articles and also the following books:

 Edwards, George C., III., and Stephen J. Wayne.  2010.  Presidential Leadership: Politics

      and Policy Making, 9th edition.  Stamford, CT: Cengage.

 Erikson, Robert and Christopher Wlezien. 2012.  The Timeline of Presidential Elections.

      Chicago: University of Chicago Press.

Kernell, Samuel. 2007.  Going Public: New Strategies of Presidential Leadership, 4th edition.

            Washington, D.C.: Congressional Quarterly Press.

The University of Texas at Austin

Government 390L:

Spring 2015

Christopher Wlezien

Tuesdays 3:30-6:30

Batts 5.102

Wlezien@austin.utexas.edu

Course Description

This course examines political behavior from a comparative perspective focusing on democratic (and democratizing) countries.  It is designed to meet the needs of graduate students who hope to do original research, master a doctoral field, or teach in the area.  The literature that has been chosen is not inclusive of the wide-ranging and rapidly-expanding work that comprises the field, and encompasses those areas of recurrent scholarly interest.  Although the assigned reading in each week represents some of the most important work that has been produced to date, it should be considered a starting point rather than a final resting place.  The reading will give you a good sense for what we have learned about the subject.  It also will give you a feel for how political scientists think about and execute empirical research in the area.

Course Format

The class is a seminar.  Throughout the semester, participants will engage in two basic activities. First, each week we will as a group plough through a set of assigned readings on the scheduled topic.  All students are expected to do all reading and be prepared to actively participate, as this is critical to the healthy functioning of the seminar.  Second, beginning in week 3, two students will take responsibility for each session.  This should promote participation, limit my proclivity for filibustering, and help prepare each student for the day when he or she must lead a class.  Seminar leaders are expected to distribute by e-mail discussion questions for the class meeting. 

Grades

The main assignment for this class is the preparation of an original research paper, about which more detailed information will be provided in class, first in week 1 and then during the course, as appropriate. 

Performance in the class will be assessed as follows:

25%  General class performance

25%  Class presentations

50%  Research paper

•  5%   Hypothesis
• 10%  Proposal
• 35%  Final Paper.

Readings

The course readings will include numerous books:

Cox, Gary W. 1997.  Making Votes Count: Strategic Coordination in the World’s Electoral

Systems.   Cambridge: Cambridge University Press.

Franklin, Mark N. 2004.  Voter Turnout and the Dynamics of Electoral Competition

In Established Democracies since 1945.  Cambridge: Cambridge University Press.

Van der Brug, Wouter, Cees van der Eijk, and Mark N. Franklin. 2007.  The Economy and the Vote.  Cambridge: Cambridge University Press.

Highly recommended:

Dalton, Russell and Hans-Dieter Klingemann. 2007.  Oxford Handbook of Political Behavior.  Oxford: Oxford University Press. 

Also highly recommended:

Dalton, Russell and Christopher J. Anderson, eds. 2011.  Citizens, Context and Choice.  Oxford:

Oxford University Press.

The readings also include many journal articles and book chapters that will be listed in the course outline.

Political Representation

Course Description

This course examines the relationship between the public and elected officials in representative democracy.  It builds on democratic political theory but focuses mostly on empirical practice, particularly in the United States (US).  Special attention is paid to the representation of public opinion in the composition of elected bodies, the positions politicians take, and government policy actions themselves.  Along the way, we consider the roles played by characteristics of issues, electoral competition, political institutions, and political inequality, among other things.  By the end of the course, students should have a good sense for how well and why elected officials represent the public in the US. 

Course Format

The course will consist of lectures and discussion.  Thus, while the course is not a seminar, class participation is essential.  Student will need to keep up with the substantial reading and then be prepared to participate.  To encourage this, students will receive extra credit based on the quality—not just quantity—of their contributions to class discussion.  (See the description of “Grades” for details.)

Grades (tentative)

The main graded components for this class are the midterm and final examinations. Performance in the class will be assessed as follows:

  40%         General class performance

  60%         Final examination

+0-5 %      Participation

NOTE: A short “think” paper may be required in lieu of a final examination, in which case the final examination would be replaced by a 2nd midterm examination worth 40% of the final grade and the paper would be worth 20%. 

Readings (tentative)

The course readings will include numerous articles and books, including the following:

Erikson, Robert and Kent Tedin. 2011.  American Public Opinion, 8th edition.  New York: Pearson,

Erikson, Robert S., Gerald C. Wright, and John P. McIver. 1993.  Statehouse Democracy: Public Opinion and Policy in the American States. Cambridge, UK: Cambridge University Press, 1993.

Soroka, Stuart and Christopher Wlezien. 2010.  Degrees of Democracy: Politics, Public Opinion and Policy.  New York: Cambridge University Press.

Course Description

This course examines the interrelationships between public opinion and public policy in the US and other countries, and should be of relevance to students of American Politics, Comparative Politics, and Public Policy.  It is designed to meet the needs of graduate students who hope to do original research, master a doctoral field, or teach in the area.  The literature that has been chosen is not inclusive of the wide-ranging and rapidly-expanding work that comprises the field, and encompasses those areas of recurrent scholarly interest, but should serve as a useful starting point.  The reading will give you a good sense for what we have learned about the subject and help you identify your own avenues for research.

Course Format

The class is a seminar.  Throughout the semester, participants will engage in two basic activities.  First, each week we will as a group plough through a set of assigned readings on the scheduled topic.  All students are expected to do all reading and be prepared to actively participate, as this is critical to the healthy functioning of the seminar.  Second, beginning in week 3, one or two students will take responsibility for each session.  This should promote participation, limit my proclivity for filibustering, and help prepare each student for the day when he or she must lead a class.  Seminar leaders are expected to distribute by e-mail five discussion questions for the class meeting. 

Grades

The main assignment for this class is the preparation of an original research paper, about which more detailed information will be provided in class, first in week 1 and then during the course, as appropriate. 

Performance in the class will be assessed as follows:

25%  General class performance

25%  Class presentations

50%  Research paper

•  5%   Hypothesis
• 10%  Proposal
• 35%  Final Paper.

Readings

The course readings will include numerous articles and books, including the following:

Brooks, Clem and Jeff Manza.  2007.  Why Welfare States Persist: Public Opinion and the Future of Social Provision.  Chicago: University of Chicago Press.

Dalton, R., Farrell, D. & McAllister, I. 2012. Political Parties and Democratic Linkage. How Parties Organize Democracy. Oxford: Oxford University Press.

Soroka, Stuart and Christopher Wlezien. 2010.  Degrees of Democracy: Politics, Public

 Opinion and Policy.  New York: Cambridge University Press.