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New York University
Gallatin School of Individualized Study
Policy, Community and Self
CLI-UG 1466
A Conceptual and Experiential Introduction to Policy Theory & Practice
Spring 2014
Thursdays
06:20 PM – 09:00 PM
1 Washington Place (Broadway)
Room 501
___________________
Spring 2014 Syllabus
Key Dates:
- January 30, 2014 First Day of Class
- February 27, 2014 Assignment for Midterm Assignment Due
- March 20, 2014 NO CLASS (Spring Recess)
- May 16, 2014 Last Day of Class and Final Project
Due:
Diary notes should be submitted each week, no later than 5 p.m. Friday
Weekly assignments are due at the beginning of each class.
Internship forms are due by end of 1st class.
Eric B. Brettschneider, M.A., J.D.
(917) 288-0080
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Course Purpose & Overview
Intended as an introduction to the concept of policy and its role in the life of individuals, families, and
communities this course will include a number of hours per week (minimum) internship at one of several
local policy formulation and/or advocacy organizations. Community Building, Service Integration, and
Child Welfare are three themes that will be features in readings, discussion, and intern assignments. By
examining a range of policy examples students will come to understand how government, schools,
gangs, religious institutions and families can all make policy with varying degrees of explicitness and
formality. At the course conclusion students will be able to:
1. Identify policies within their lives;
2. Argue effectively sides of a policy question or controversy contrary to their personal instincts or
beliefs and learn why that is important;
3. Learn how they can change policy from within or without using methods of organizing and
persuasion;
a. The importance of evidence including qualitative and quantitative research,
demographics, attitudes, asset mapping, and GIS in formulating policy;
b. Methods of resolving conflict about policy;
c. Implementation vs. formulation;
d. The differences and connections between the policy and the policy maker;
e. Evaluation, theories of change, and other formative approaches in particular.
Students will make tangible contributions to their internship hosts. Hosts may include:
1) Baby Buggy
2) Council of Family and Child Caring
Agencies (COFCCA)
3) Corrections Association
4) Children’s Defense Fund (CDF)
5) Jump Start
6) Fostering Connections
7) New York State Office of Children &
Family Services (NYS OCFS)
8) Bridge Builders
9) Human Services Council
10) The Pipeline Project/Winning Strategies
(Sullivan & Cromwell)
11) Federation of Protestant Welfare
Agencies
12) New Yorkers for Children
13) NYC Administration for Children Services
14) Global Strategies
15) Vera Institute
16) Community Resource Exchange (CRE)
17) Children’s Village
18) Cool Culture
19) Action Research Partners
20) OATS (Older Adult Technology Services)
Students will in turn receive guidance that enables them to make a connection between their internship experiences and the policy concepts taught and discussed in class. The course goal is to leave no
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student unaware of the importance of policy in their own life and the life of their community and beyond. Particular reflection will focus on how to implement policies that empower people who lack power and how to help oneself and others watch, examine, promote, or fix policies. Work research, proposal writing, and advocacy.
Course Outline in Brief
WHAT IS POLICY?
WHO MAKES POLICY?
WHERE DO THEY MAKE POLICY?: LAW, REGULATION, COURT ADMINISTRATION
HOW DO THEY MAKE POLICY?
o ATTITUDE o RESEARCH AND EVIDENCE AND EVALUATION o MEDIA AND NEWS AND THE EVENTS THEY DISCUSS o POLITICAL WILL AND LEADERSHIP AND STAKEHOLDERS, ADVOCATES o THEORIES OF CHANGE o INNOVATION AND SERENDIPITIES o BOTTOM UP? / TOP DOWN?
Resources:
Chapin Hall at the University of Chicago – www.chapinhall.org
Keeping Track CCC New York
Grading:
Class Participation – 45%; Midterm – 20%; Final Paper and Diary- 35%
The internship experience as judged through class participation and Diary and the paper is critical to grading. The
standard is that students were open, honest, responsible and resourceful in making the internship a valuable
learning experience.
Gallatin has a strong policy on students’ taking incompletes, based on two essential premises: (a) they should take incompletes only for good reasons (“I haven’t finished yet” is not a good reason), and (b) they should meet deadlines for completing the required work. The basic steps are these: The student must request the incomplete in writing (on a form called Request for a Grade of Incomplete) before Monday, May 13th. If I agree to grant the incomplete, the student should indicate on the form (a) what work remains to be done and (b) the deadline by which the work must be submitted to you (the default is the last day of classes in the next full term). It is the student’s responsibility to submit the finished work.
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Diary
Each student will be expected to maintain a diary/journal that includes observations, insights, and significant discoveries about the internship experience, and policies they examine though the internship as well as their daily life, newspapers, and classroom discussion. The diary would particularly highlight connections between readings, discussion and the internship content. As the course progresses, the following questions should be addressed:
1. What occurs at your internship site that you would label as policy and why would you label it as such?
2. What is your biggest policy challenge at your internship site? What skills or information do you need to overcome this challenge?
3. What inferences or methods have you seen for formulating policy at your internship site? Which do you think are most effective and why?
4. What do you see as the most difficult aspect of policy formation?
5. What skills or characteristics do you see as strengths and/or weaknesses in the policymakers with whom you work?
6. What are the factors that feed into and the process involved in how policy is implemented at your internship site?
7. How does conflict resolution occur at your internship site? Which methods do you find to be more or less effective and why?
8. Of the policy themes discussed above which are most prevalent at your internship site? In what ways?
9. How does the policy work occurring at your internship site connect with that which is occurring at a more national or global level?
10. What policy tools are used most often at your internship site? Give specific examples of how they are used?
11. What ethical issues have you encountered while at your internship site? How were they handled?
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Internship Preference Sheet
In order to best match each student with an appropriate internship, please provide the information requested below.
Name: ________________________________ Date: ____________________
School Address: _______________________ Home Address: _________________________
______________________________________ ______________________________________
Phone #1 ______________________________ Phone #2_______________________________
E-mail #1 ______________________________ E-mail #2 ______________________________
Schedule of Availability for Internship:
Mondays from ____________ to ____________ AND from __________ to ___________
Tuesdays from ____________ to ____________AND from __________ to ___________
Wednesdays from ____________ to ____________AND from __________ to ___________
Thursdays from ____________ to ____________AND from __________ to ___________
Fridays from ____________ to ____________AND from __________ to ___________
Issue: Please rank your top five preferences (1-5)
___ Child Care
___ Health
___ Mental Health
___ Welfare
___ Advocacy- African American Males
___ Housing
___ Children’s Advocacy
___ Education
___Community Development
___ Other: _________________
Location: Please rank by preference (1-3)
___ Downtown Manhattan
___ Midtown Manhattan
___ Uptown Manhattan
___ Queens
___ Brooklyn ___ The Bronx
Function:
___Writing ___Research ___ Event
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UNIT # 1: What is Policy?
Class Plan:
Journey Map
Fred Friendly Series, “Ethics In America” (DVD)
Required Readings from NYU Classes:
Ten Steps to Successful Advocacy
Six Steps for Policy Analysis and Practice
Hector and Family B
Seven Stages of Public Opinion
Optional Reading:
Feirstein, Sanna. Naming New York: Manhattan Places and How They Got Their Names. New York University Press, 2001.
Notes: Nonprofits, profit making businesses, partnerships, “mom & pop,” corporations, and government
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UNIT # 2 How to Rise to the Policy Internship Challenge
Let Me Have Some of that 20/20 Hindsight
Positive Deviance
Privilege Exercise (race focus)
“Race the Power of an Illusion” (DVD)
Pipeline Crisis
Required Reading:
Williams, Heather A. Help Me to Find My People: The African American Search for Family Lost in Slavery. The University of North Carolina Press, 2012.
Required Readings (choose 1) and prepare to present:
Canada, Geoffrey. Fist Stick Knife Gun: A Personal History of Violence in America. Beacon Publications, 1995.
Tough, Paul. Whatever It Takes: Geoffrey Canada's Quest to Change Harlem and America. 2008.
Raji Codell, Esme. Educating Esme: Diary of a Teacher’s First Year. Algonquin Books of Chapel Hill, 1999 .
Optional Readings:
Bartlett, Sheridan. Cities for Children: Children Rights, Poverty and Urban Management. Earthscan Publications Ltd., 1999.
Kozol, Jonathan. Amazing Grace: The Lives of Children and the Conscience of a Nation. Crown Publishers Inc., 1995.
Lehmann, Nicholas. The 20 Promised Land. Alfred A. Knopf, 1991.
Notes: Case Examples: Ethnic Matching, Replication, Equal Part Strict Standing, Brown
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UNIT # 3 Formulating Policy: Considering Context and History
Overlaying Theories and Concepts
Themes:
Perception Attitudes Unintended Consequences Tacking Wet Finger in the Wind Floodgates Outcomes
Standards of Proof Skepticism Power Mapping Laws, Evidence Least Resistance Consensus Building Carrots & Sticks
Heard Standards of Proof Devolution Opportunity to Be Engaging Stakeholders Positioning Theories of Change
Theories
Efficacy of intervention vs. degree of intrusion Redistribute children to best parents (Wald) SMOPE (NYU Classes) Self defeat - (story of studying for exam) Cost of best intentions Negative prophesies and toys in the attic Unintended consequences
Required Readings:
Goldstein, Joseph, Anna Freud, Albert J. Solnit, and Dorothy Burlingham. Beyond the Best Interest of the Child. Macmillan Publishing Co., 1973.
Required Readings from NYU Classes:
Child Abuse and Critical Paths “Bottom-Up Planning in a Top-Down World” “Developing a Policy Initiative” by Makani Themba-Nixon Sierra Leone The Evaluation Exchange Influencer
Optional:
Brophy, Paul C. and Alice Shabecoff. A Guide to Careers in Community Development. Island Press, 2001.
Kingdom, John W. Agendas, Alternatives, and Public Policies. Little, Brocon and Company, 1984.
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UNIT # 4 Policy and the Policy Maker
Themes:
Ex Abusu
Checks & Balances
Mississippi Tapes
Andy Rooney name tags
How to question
“The Key to Politics is Sincerity and Once You Learn to...”
Required Reading (students are required to read ONE of the following for this unit) and prepare to present:
Caro, Robert A. The Power Broker; Robert Moses and the Fall of New York.
Williams, Heather. Self-Taught : African American Education in Slavery and Freedom. The University of North Carolina Press (March 7, 2005)
Mapping the Judiciary (NYU Classes)
Midterm Assignment Due: February 27
Choose a policy controversy and discuss the history and context. Argue both sides in the controversy. Include data research and other evidence in the arguments. Discuss any or all of the following if applicable - implementation vs. design; unintended consequences, ex abuse in unsure (floodgates, pendulum swings); unfunded mandates; legislating morality and sustaining reform. Draw a conclusion that balances the arguments and/or compromises or lays out a target for advocacy.
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UNIT # 5 Policy Implementation
Tools
Income Forecasting
Budget Design
Qualitative and Quantitative Research
Communication
Analysis
Advocacy
Collaboration
Required Reading:
Bernstein, Nina. The Lost Children of Wilder: The Epic Struggle to Change Foster Care. Pantheon Publications, 2001.
Shonkoff, Jack P. and Deborah A.Phillips, eds. From Neurons to Neighborhoods: The Science of Early Childhood Development. Washington, D.C. National Academy Press, 2000. (NYU Classes)
Kubisch, Anne C. Voices from the Field II: Reflections on Comprehensive Community Change. The Aspen Institute, 2002. (NYU Classes)
Website Exploration:
Keeping Track- Citizen Committee for Children Website
KIDS COUNT Data Book www.nyskwic.org
Community Resource Guide (CRG). www.unhp.org/crg
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UNIT # 6 Changing Policy, Advocacy, Conflict Resolution
Themes:
Mediation
Arbitration
Negotiation
Consensus building
Engage
Stir emotion at what cost
How to question
Subway film
Kinship
Required Reading:
Corriero, Michael A. Judging Children as Children. Temple University, 2006.
OR
Guggenheim, Martin. What’s Wrong with Children Rights? Harvard University Press, 2005.
Required Reading from NYU Classes:
Himmelman, Arthur. Collaboration for a Change: Definitions, Models, Roles and a Guide to Collaborative Processes.
Methods of conflict resolution
Survey Tool Kit
Guidelines for Conducting Focus Group
Video: Harvest of Shame
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UNIT # 7 Central Policy Themes and Devices Health, education and human service Agenda building Reform Devolution Audience for writing Reinventing government User friendly services Deficit clock Decentralization Getting elected Comprehensive services Cultural competency Neighborhood based services
Community driven services Outcome drive One stop shopping Justice Bottom up planning Case conferencing Co-location Equity Community building Parens patriae Consumer driven B. Blum, “I read something about you”
Required Reading:
Penna, Robert M. and William J. Phillips. Outcome Frameworks: An Overview for Practitioners. The Rensselaerville Institute, 2004.
Optional:
The YouthPower Project. The YouthPower Guide: How to Make Your Community Better. Extension, 2000.
Ducan, Greg J. and Jeanne Brooks-Gunn. Consequences of Growing Up Poor. Russell Sage Foundation, 1997.
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UNIT # 8 Local, National, and Global Connections - Map of the World
Optional Reading:
Osborne, David. Reinventing Government: How the Entrepreneurial Spirit is Transforming the Public Sector. Addison-Wesley Publishing Company Inc., 1992
UNIT # 9 Tools
Required Reading:
Forsythe, Dall W. Memos to the Governor: An Introduction to State Budgeting. Georgetown University Press, 1997.
Required Reading from NYU Classes:
How to Write a Proposal
Optional Reading:
Best, Joel. Damned Lies and Statistics: Untangling Numbers from the Media, Politicians, and Activists. University of California Press, Berkley, 2001.
Notes: How to? Surveys, polls, focus groups, legislation, regulation, OP EDS, letters to editor, theories of change evaluation.
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UNIT # 10 The Ethical and Social Justice Rationale for Policy Practice
Themes:
Parens Patriae and Mary Ellen
Rules of the Road & Personal Agendas
Life Lessons - looking at the world and your role in it
Guiding Values and Principles
Lecture will cover Power to Persuade by Haass (NYU Classes)
North, South, East & West
Exercise 20% more authority
Lobbying
Money and Power
Quid Pro Quo
A continuum: Gifts, Favors and Bribes
Ex Abusu
Required Reading:
Stone, Rebecca. Core Issues in Comprehensive, Community-Building Initiatives: Exploring Power and Race. Chapin Hall Center for Children at the University of Chicago, 2000. Access a free copy of this at: http://www.chapinhall.org/sites/default/files/CB_24.pdf
Video: Orphan Train (?) or ------------------------- violence
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Final Assignment DUE: May 16
Students will prepare the policy they wish to change and develop an advocacy strategy designed to achieve that change. That strategy might be described as to its components and timelines and contingencies. Research to support the strategy may be developed and/or supplemented, organization tactics, legislative drafting, media or marketing materials designed or other persuasion intent developed.
*Presentations will be made in class in a form appropriate to each student's product.
Invited Guests:
1. William Schroeder, Esq., Sullivan & Cromwell (Equity Law Suit History, School Tracking), International litigation.
2. Honorable Michael Corriero, NYC Civil Court 3. Martin Guggenheim, Professor of Clinical Law, NYU School of Law 4. Danielle Sered, Director of Common Justice 5. Tim Ross, Action Research Partners 6. Karen Goldstein, Vera Institute 7. Pat White, New York Community Trust 8. Felipe Franco, Deputy Commissioner for Juvenile Justice 9. Jeanne Milstein, Deputy Commissioner for the NYS Office of Children and Family Services 10. Heather A. Williams, Chapel Hill 11. Anne Williams-Isom, Harlem Children’s Zone 12. Nick Taylor, Author 13. Jessica Maxwell, Children’s Aid Society 14. Amy Chou, New Yorkers for Children
NB: “Communications sent are not necessarily communications received.”
Other Material on NYU Classes:
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- A Guide to NY’s Child Protective Services System - A Letter From Some Youngsters - A Management and Policy Study - A NY Power Trip Biblio. - A New York Power Trip - A New York Power Trip (cont’d) - A Phoenix in the Ashes by J.H. Mollenkopf - A Spank-Free Zone - A Topography of Self-Help Groups, An Empirical Analysis - ACS’ Mentoring Action Plan (MAP) - Advocacy Tools from PolicyLink - Advocacy - Assessing the Effects of Foster Care Part 1 - Basic Field Guide to the Positive Deviance Approach - Bloomberg Policy Blamed for Families in Shelters - Bringing Back the Settlement House - Case Conferencing in Bushwick, NY - Child Welfare Reform Act - Collaboration Seen as Key to the Cosmos - Concepts, Themes, Theories, Tools Principles Community Building Bricks - Core Issues in Comprehensive Community-Building Initiatives - Court System - Dispute Resolution Methods - Do’s and Dont’s - Dr. Laura - Economic Mobility-Is the American Dream Alive & Well - Eight Themes on Comprehensive Community Development - Elements for Ensuring Success in Building Collaborative Partnerships - Elements of Building Community - Fast Track to Efficiency - Fred Rogers - From Some Youngsters - Helfer also Described His Concept of Coordination - His Legacy-Child Abuse Effort - How Do You Do-I Am a… - Justice Kagan Dissents - Learning What Works – Evaluating Complex Social Interventions - Letterman - Life Lessons - Making a Difference – An Impact Study of Big Brothers Big Sisters - Mapping Community Capacity - McDonald’s - Model for Interdisciplinary Collaboration - NCBN Research and Policy Program Development Project Initiatives for Study - Neighborhood Governance - Neighborhood-Based Human-Services-Building on History
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- New Leaders for New Schools Contact - No More Economic False Choices - NY Area Common Application Form - NYC Foster Care-A Labyrinthine System - NYC Public Assistance, Child Care and Child Welfare Funding Source – ACT Conference - Overview of the American Legal System - Pascal’s Method - Performance Measurements in Human Services Contracts – NY Nonprofit Press - Pipeline Crisis Letter - Policy Maker Outreach Checklist - Powermapping - Pres. Clinton-Colgate Article - Principles of Community Engagement - Project Management Workbook - Proposal for a Children’s Initiative - Rationales and Contents for Collaboration - Readers Split Left, Right (and Center) - Rename Law – No Wisecrack is Left Behind - Replication - Saga of NY’s Youngest Serious Criminal - Sample of National Child Advocacy Organizations - Scholarships - School-Community Partnerships - Serving Children and Families Effectively-How the Past Can Help Chart the Future - Social Policy Issues in the Prevention of Burnout A Case Study by J. Lawrence Aber - Survivor’s Voice Change NY State Law - Ten Components of Neighborhood Network - The Community Builder’s Approach to Theory of Change – A Practical Guide to Theory
Development. - The IBM Component Business Model - The Myth of Community Development – NYT Article - The New Debtor’s Prisons - The Pipeline Crisis – Winning Strategies List of Non-Profit Organizations - The Seven Deadly Social Sins - The Social Security Act of 1935 - The Words They Used – A Selection of Presidents - Thomas L. Friedman – How to Fix a Flat - Time-Line – Child Welfare - What are Friends For – A Longer Life - What Lessons Those Carrots are Teaching - YMCA Continuum of Youth - YMCA Mission
LIST OF REQUIRED READINGS
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*Note: Order of reading assignments subject to change in accordance with schedule of guest lecturers.
REQUIRED
Bernstein, Nina. The Lost Children of Wilder: The Epic Struggle to Change Foster Care. Pantheon
Publications, 2001.
Caro, Robert A. The Power Broker; Robert Moses and the Fall of New York
Forsythe, Dall W. Memos to the Governor: An Introduction to State Budgeting. Georgetown
University Press, 1997.
Goldstein, Joseph, Anna Freud, Albert J. Solnit, and Dorothy Burlingham. Beyond the Best
Interest of the Child. Macmillan Publishing Co., 1973.
Kubisch, Anne C. Voices from the Field II: Reflections on Comprehensive Community
Change. The Aspen Institute, 2002.
Penna, Robert M. and William J. Phillips. Outcome Frameworks: An Overview for
Practitioners. The Rensselaerville Institute, 2004.
Stone, Rebecca. Core Issues in Comprehensive, Community-Building Initiatives: Exploring Power
and Race. Chapin Hall Center for Children at the University of Chicago, 2000. Access a free copy
of this at: http://www.chapinhall.org/article_abstract.aspx?ar=1302
Williams, Heather. Self-Taught: African American Education in Slavery and Freedom. The
University of North Carolina Press (March 7, 2005)
Williams, Heather A. Help Me to Find My People: The African American Search for Family Lost in Slavery. The University of North Carolina Press, 2012.
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REQUIRED (choose one from Parts I, II, etc. - see outline)
I. a. Canada, Geoffrey. Fist Stick Knife Gun: A Personal History of Violence in America. Beacon Publications, 1995.
OR b. Tough, Paul. Whatever It Takes: Geoffrey Canada's Quest to Change Harlem and America.
2008 OR
c. Raji Codell, Esme. Educating Esme: Diary of a Teacher’s First Year. Algonquin Books of Chapel Hill, 1999 .
II. a. Corriero, Michael A. Judging Children as Children. Temple University, 2006.
OR b. Guggenheim, Martin. What’s Wrong with Children’s Rights. Harvard University Press, 2005.
LIST OF OPTIONAL READINGS
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Abramovitz, Mimi. Under Attack, Fighting Back. Monthly Review Press, 1996.
Alinsky, Saul. Rules for Radicals. Vintage Books, 1971.
Alterman, Eric. What Liberal Media? The Truth About Bias and the News. Basic Books, 2003.
Bartlett, Sheridan. Cities for Children: Children’s Rights, Poverty and Urban Management. Earthscan Publications Ltd., 1999.
Best, Joel. Damned Lies and Statistics: Untangling Numbers from the Media, Politicians, and Activists. University of California Press, Berkely, 2001.
Brophy, Paul C. and Alice Shabecoff. A Guide to Careers in Community Development. Island Press, 2001.
Bryson, John M. Strategic Planning for Public and Nonprofit Organizations: A Guide to Strengthening and Sustaining Organizational Achievement. Jossey-Bass Publications, 1995.
Butterfield, Fox. All God’s Children: The Bosket Family and The American Tradition of Violence. Avon Books, Inc., 1995.
Canada, Geoffrey. Fist Stick Knife Gun: A Personal History of Violence in America. Beacon Publications, 1995.
Cannato, Vincent. The Ungovernable City: John Lindsay and the Struggle to Save New York. Basic Books, 2001.
Carten, Alma J. and James R. Dumpson. Removing Risks from Children: Shifting the Paradigm. Beckham House Publications, 1997.
Chaskin, Joseph R., et.al. Core Issues in Comprehensive Community Building Initiatives. Rebecca Stone, Chapin Hall Center for Children at the University of Chicago, 1996.
Chaskin, Joseph R. Decision Making and Action at the Neighborhood Level: An Exploration of Mechanisms and Processes. Chapin Hall Center for Children at the University of Chicago, 2000.
Chaskin, Joseph R. and Mark Joseph. The Ford Foundation’s Neighborhood and Family Initiative. Moving Toward Implementation: An Interim Report. The Chapin Hall Center for Children at the University of Chicago, September 1995.
Chaskin, Joseph R. and Sunil Garg. The Issue of Governance in Neighborhood-Based Initiatives. The Chapin Hall Center for Children at the University of Chicago, 1994.
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Chastin, Robert F. Building Community Capacity. Walter De Gryter, Inc., 2001.
Cohen, Don and Laurence Prusak. In Good Company: How Social Capital Makes Organizations = Work. Harvard University Press, 2001.
Coles, Robert. The Moral Intelligence of Children: How to Raise a Moral Child. Robert Coles, 1997.
Crahan, Margaret E. The City and The World: New York’s Global Future. Council on Foreign Relations Press, 1997.
DiNitto, Diana M. Social Welfare: Politics and Public Policy. Allyn and Bacon, 1995.
Dobelstein, Andrew W. Social Welfare: Policy and Analysis. Nelson-Hall, 1996.
Duncan, Greg J. and Jeanne Brooks-Gunn. Consequences of Growing Up Poor. Russell Sage Foundation, 1997.
Eberle, Paul and Shirley. The Politics of Child Abuse. Lyle Stuart, Inc., 1986.
Edelman, Peter. Searching for America's Heart. Houghton-Mifflin Publication, 2001.
Edelman, Peter and Beryl A. Radin. Serving Children and Families Effectively: How the Past Can Help Chart the Future. The Education and Human Services Consortium, 1991.
Ehrenhalt, Alan. The Lost City. Basic Books, 1995.
Etzioni, Amitai. The New Golden Rule: Community and Morality in a Democratic Society. Basic Books Publications, 1996.
Etzioni, Amitai. The Spirit of Community: Rights, Responsibilities, and the Communitarian Agenda. Crown Publishers, 1993.
Fabricant, Michael B. and Robert Fisher. The Settlement Houses Under Siege: the Struggle to Sustain Community Organizations in New York City. Columbia University Press, 2002.
Feirstein, Sanna. Naming New York: Manhattan Places and How They Got Their Names. New York University Press, 2001.
Festinger, Trudy and Michael Botsko. Returning to Care. CWLA Publications, 1994.
Fisher, Antwone Quenton. Finding Fish: A Memoir. Harper Collins Publishers Inc., 2001.
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Fitch, Robert. The Assassination of New York. Verso Publications, 1993.
Forsythe, Dall W. Quicker, Better, Cheaper? Managing Performance in American Government. Rockefeller Institute Press, 2001.
Fox, Geoffrey. Hispanic Nation: Culture Politics and the Construction of Identity. University of Arizona Press, 1996.
Fulbright-Anderson, Karen. New Approaches to Evaluating Community Initiatives. The Aspen Institute, 1998.
Ginsberg, Leon. Understanding Social Problem, Policies, and Programs. South Carolina Press, 1996.
Green, Mark. What We Stand For: A Program for Progressive Patriotism. New Denoe Project, 2004.
Haass, Richard N. The Power to Persuade: How to Be Effective in Any Unruly Organization. Houghton Mifflin, 1994.
Hacker, Andrew. Two Nations: Black and White, Separate, Hostile, Unequal. Ballantine Books, 1992.
Hacker, Andrew. Mismatch: The Growing Gulf between Men and Women. Scribner Publications, 2003.
Himmelman, Arthur. Collaboration for a Change: Definitions, Decision-Making Models, Roles and a Collaboration Process Guide.
Kubisch, Anne C. Theories of Change. The Aspen Institute, 1995.
Halpern, Robert. Making Play Work: The Promises of After-School Programs for Low-Income Children. Teachers College Press, 2003.
Halpern, Robert. Rebuilding the Inner City: A History of Neighborhood Initiatives to Address Poverty in the United States. Columbia University Press, 1995.
Hancock, Graham. Lords of Poverty: The Power, Prestige, and Corruption of the International Aid Business. Macmilen London Limited, 1989.
Hancock, LynNell. Hands to Work: The Stories of Three Families Facing the Welfare Clock. Harper-Collins Books, 2002.
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Haynes, Karen S. Affecting Change: Social Workers in the Political Arena. Allyn and Bacon Publications, 2000.
Herman, Margaret S. Resolving Conflict: Strategies for Local Government. International City/County Management Association, 1994.
Heuvel, Katrina Vanden and Robert Borosage. Taking Back America: And Taking Down the Radical Right. Nation, 2004.
Jansson, Bruce S. Becoming an Effective Policy Advocate: From Policy Practice to Social Justice. Brooks/Cole Publishing Company, 1999.
Kahan J. Alfred and Sheila Kamerman. Children and Their Families In Big Cities: Strategies for Social Reform. Columbia University School of Social Work, 1996.
Karoly, Greenwood et al. Investing in Our Children: What We Know and Don’t Know About the Costs and Benefits of Early Childhood Interventions. Rand, 1998.
Kingdom, John W. Agendas, Alternatives, and Public Policies. Little, Brocon and Company, 1984.
Kotlowitz, Alex. There Are No Children Here: The Story of Two Boys Growing Up in the Other America. Anchor Books, 1991.
Kozol, Jonathan. Amazing Grace: The Lives of Children and the Conscience of a Nation. Crown Publishers Inc., 1995.
Kozol, Jonathan. Ordinary Resurrections: Children in the Years of Hope. Crown Publishers Inc., 2000.
Kozol, Jonathan. Rachel and Her Children: Homeless Families in America. Crown Publishers, Inc. 1988.
Kretzmann, John P. and John L. McKnight. Building Communities from the Inside Out: A Path Toward Finding and Mobilizing a Community’s Needs. ACTA Publications, 1993.
Kubisch, Anne C. Voices From the Field I: Learning From the Early Work of Comprehensive Community Initiatives. The Aspen Institute, 1997.
Kubisch, Anne C. Voices From the Field II: Reflections on Comprehensive Community Change. The Aspen Institute, 2002.
Landsman, Julie. A White Teacher Talks About Race. Scarecrow Press Inc., 2001.
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Learning What Works: Evaluating Complex Social Interventions. The Brookings Institution & Harvard University, March 1998.
Leblanc, Adrian. Random Family: Love, Drugs, Trouble, and Coming of Age in the Bronx. Scriber, 2003.
Lederman, Nancy M. Agendas for Reform. The New York Community Trust, 1995.
Lehmann, Nicholas. The Promised Land. Alfred A. Knopf, 1991.
Lehmann, Nicholas. “Rebuilding the Ghetto Doesn’t Work.” New York Times Magazine. 9 Jan 1994.
Magat, Richard. Unlikely Partners: Philanthropic Foundations and the Labor Movement. Cornell University Press, 1999.
Morris, Charles R. The Cost of Good Intentions: New York City and the Liberal Experiment, 1960 - 1975. McGraw-Hill, 1980.
Moynihan, Daniel Patrick. Family and Nation: The Godkin Lectures, Harvard University. Harcourt Brace Jovanovich, 1986.
Newfield, Jack and Wayne Barrett. City for Sale: Ed Koch and The Betrayal of New York. Harper and Row Publishers Inc., 1988.
Nunez, Ralph daCosta. Hopes, Dreams and Promise: The Future of Homeless Children in America. Homes for the Homelessness Inc., 1994.
O’Connor, Alice. Poverty Knowledge: Social Science, Social Policy, and the Poor in Twentieth-Century U.S. History. Princeton Publications, 2001.
O’Toole, James. Leading Change: Overcoming the Ideology of Comfort and the Tyranny of Custom. Ballantine Books, 1995.
Osborne, David and T. Gaebler. Banishing Bureaucracy: The Five Strategies for Reinventing Government. Addison-Wesley Publishing Company Inc., 1997.
Osborne, David. Reinventing Government: How the Entrepreneurial Spirit is Transforming the Public Sector. Addison-Wesley Publishing Company Inc., 1992.
Perez-Koenig, Rosa and Barry Rock. Social Working the Era of Devolution: Toward a Just Practice. Fordham University Press, 2000.
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Peters, Thomas J. and Robert H. Waterman. In Search of Excellence. Harder and Row Publications, 1992.
Piven, Frances Fox and Richard A. Cloward. Regulating the Poor: The Functions of Public Welfare. Vintage, 1971.
Pree, Max De. Leading Without Power: Finding Hope in Serving Community. Shephend Foundation Inc, 1997.
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Schorr, Lisbeth B. Common Purpose: Strengthening Families and Neighborhoods to Rebuild America. Anchor Books, 1997.
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Academic Integrity
As a Gallatin student you belong to an interdisciplinary community of artists and scholars who value honest and open intellectual inquiry. This relationship depends on mutual respect, responsibility, and integrity. Failure to uphold these values will be subject to severe sanction in accordance with the Student Discipline Rules of the Gallatin School of Individualized Study.
The following are examples of behaviors that compromise the academic integrity of the Gallatin School. The list is not exhaustive.
Plagiarism – using a phrase, sentence, passage, image, graph, table, sound recording, art work, or any other type of creative or intellectual material from another work without proper citation; paraphrasing words or ideas from another work without attribution; reporting as your own research or knowledge any data or idea gathered, reported, or developed by another person; submitting as your own work anything produced by another. Plagiarism does not only apply to written or recorded work, but also to intellectual property such as computer programs, oral presentations, and artistic work including choreography, stage blocking, and music.
Illicit Collaboration – submitting work done in collaboration with others without the express permission of the instructor or without acknowledging such collaboration.
Doubling or Recycling – submitting the same or substantially similar work in multiple courses, either in the same semester or in a different semester, without the express approval of all instructors.
Cheating – bringing or accessing unauthorized materials during an examination (e.g., notes, books, or other information accessed via cell phones, computers, or any other means); submitting answers on an exam that were obtained from the work of another person or providing answers or assistance to others during an exam when not explicitly permitted by the instructor; when submitting evaluations of group members’ work for an assigned group project, misrepresenting the work that was performed by another group member; altering or forging academic documents, including but not limited to admissions materials, academic records, grade reports, add/drop forms, course registration forms, etc.
Note that plagiarism and other violations of academic integrity are matters of fact and not intention, and apply to all material submitted as a Gallatin student. In other words, regardless of whether they are deliberate or accidental, all violations are subject to potential disciplinary action. In all cases and when in doubt, students should consult with their instructor regarding acceptable forms of documentation and citation, collaboration, and exam preparation.
In accordance with the University Policy on Student Conduct, Gallatin reserves the right to review and act upon violations of rules of conduct or non-academic policies of the University and/or to refer such matters to NYU’s Office of Community Standards. Where a student’s conduct on campus constitutes violations of both University rules and public law, he may be subject to both University discipline and public sanctions.
