Election 2016 - Democracy in America

Instructor

Mark Enenbach

Program Identifier: SNL Hybrid
Course #: HC 266 
Course Title: Election 2016 - Democracy in Action
Term: Fall Year 2016

DePaul University School for New Learning
1 E. Jackson Blvd.
Chicago, IL 60604

Office hours:

Appointments By Request

Course Description

The 2016 Presidential Election is upon us. Its significance will be far reaching both in the United States and around the world. Students in this course will examine the process of democracy and its significance and importance to their lives and their futures.The course content will review the history of elections and political campaigns in the United States and abroad. The role and impact of the media in the decision making process will be evaluated.  Campaign financing, interest groups, voting methodologies and the final stages of the 2016 Presidential Election will be analyzed. This is a hybrid course that will meet five times in the classroom with the remainder of the sessions being flexible online.

Learning Outcomes

By the conclusion of the course students should have achieved the following goals:

A)   An understanding of the election process in the United States and its significance.
B)   Knowledge of the historical importance of elections and political campaigns around the world.
C)   A basic comprehension of the role and impact of the media in the decision making  process.
D)   An understanding of campaign financing, interest groups and voting methodologies and their importance.
E)   The ability to formulate informed personal beliefs relative to the electoral process.

Learning Strategies

A variety of learning strategies will be utilized in this course. Among these will be:
 
A.  Readings
B.  Lecture-discussions
C.  Online sessions
D.  Independent Research
E.  The option of:

1) Participating in a political campaign or
2) Selecting a political campaign and following it to conclusion.

Course Resources

To buy your books, go to http://depaul-loop.bncollege.com

Textbook

Winning Political Campaigns by William S. Bike (2012).  E-Book: http://www.smashwords.com/books/view/149191.

Course Learning Goals and Deliverables

Students registered for particular competencies will be evaluated on projects submitted to the instructor.  Competence may be demonstrated by written or oral presentation.  Oral projects may be in audio or video form or as presentations to the class.  Written projects require footnotes and bibliography of source material.  Oral projects require an outline of the presentation and bibliography. 

Students will identify an issue relating to the electoral process.  The pros and cons, costs and benefits of different approaches to the issue will be explored.  At least two different methodologies should be utilized to demonstrate the students’ understanding of various positions taken in relation to the topic.

Independent Research: The 2016 Political Campaign

Students will actively engage in learning through direct participation or observation of a 2016 election campaign. Students will select one of the two options listed below and prepare a report to be shared with the class.

Get Involved

Join a political campaign as a volunteer.  Keep a journal of your experiences.  Prepare an oral report in which you reflect upon your experiences and what you have learned about elections and the campaign process.

Be Informed

Select a political campaign and follow its course.  Prepare summations of key elements in the campaign.  Review campaign strategies and their effectiveness, speeches, announcements, endorsements and their impact, fundraisers, media coverage, changes in polling of votes and projected election results, debates with other candidates and other pertinent information.

Prepare an oral report on your findings and conclusions.

All students will be required to submit a competence proposal at the second class session. Competence proposals will be reviewed by the instructor for pertinence to the competence or competencies addressed.  The instructor will offer suggested research methodologies, strategies and resources to the student.

The suggested length for term papers is five pages for one competence and 10 pages for two competencies. All term papers must include footnotes and a bibliography, including at least five academic sources per competence.

Oral presentations should be seven to ten minutes in length per competence. Students making oral presentations must submit a one page outline of their presentation and a bibliography including at least four sources per competence.

Discussion Forums

Discussion Forums are an important component of your online experience. This course contains discussion forums related to the topics you are studying each week.  A Course Q & A discussion forum has also been established to manage necessary, ongoing social and administrative activities. This is where the management and administrative tasks of the course are conducted, and where you can ask process' questions and receive answers throughout the course. You are encouraged to share your personal experience with a topic when relevant. This sharing of information is valuable to other students and can help integrate theory with practical application of concepts learned.

Assessment Criteria for Online Discussion Participation

In the online discussions your responses will be assessed on whether one or more of the following are present:

The above list was adapted from Gilly Salmon’s book E-Moderating: The key to teaching and learning online. London: Kogan Page: p.143 (2000).

Course Competencies

In this course, you will develop the following competencies:

Competence

Competence Statement and Criteria

A-1-X

This competence will analyze elections as resources for exploring ideas and impacting human experiences.

H-1-X

This competence will examine the process of democracy and its significance and importance to the lives and futures of the students

H-4

Can analyze power relations among racial, social, cultural, or economic groups in the United States.

F-X

This competence will assess political campaigns in the United States and abroad and the role of campaign financing, interest groups, voting methodologies and technology in determining election outcomes.

Assignments

Week Due

Assignments

Points

Week 1 - Classroom

Course Overview

(*Classroom Participation Points)

*10

Week 2 - Classroom

2.1 Competence Proposal

(*Classroom Participation Points)

5/*10

Week 3 - Online

3.1 The Role of Media in the Election Process: Discussion Forum

10

Week 4 - Online

4.1 Position Paper

15

Week 5 - Classroom

Campaign Financing and Special Interests Groups

(*Classroom Participation Points)

*10

Week 6 - Online

6.1 Midterm Reflection Paper

30

Week 7 - Online

Preparation for Group Debates

N/A

Week 8 - Classroom

Class Debates on Presidential Candidates

(*Classroom Participation Points)

*10

Week 9 - Online

9.1 Election Predictions Discussion

10

Week 10 - Classroom

10.1 Non-SNL Student Final Paper Submission

(*Classroom Participation Points)

60/*10

Week 11 - Classroom

11.1 SNL Student Final Paper Submission

60

Grading Scale

A = 95 to 100

A- = 91 to 94

B+ = 88 to 90

B = 85 to 87

B- = 81 to 84

C+ = 77 to 80

C = 73 to 76

C- = 69 to 72

D+ = 65 to 68

D = 61 to 64

F = 60 or below

INC

Please note: Grades lower than a C- do not earn credit or competence in the School for New Learning. Students may request a grade of pass/fail in writing no lster than the third week of class.
Grading is on a scale of 200 total points as follows:

  1. Classroom Discussions ( five classes @ 10 points each) = 50 points
  2. Online Discussions( two sessions@ 10 points each) = 20 points
  3. Competence Proposal = 5 points
  4. Position Paper = 15 points
  5. Midterm Reflections Paper = 30 points
  6. Debate = 20 points
  7. Final Project = 60 points

*Note: Classroom Discussion points are not assigned to the last class meeting.

Course Schedule

Module

Readings

Assignments

Module 1:

In Class Discussion: Syllabus Review

In Class Discussion

Module 2:

Read pages 1-98, in, Winning Political Campaigns, by William S. Bike.

2.1 - Competence Proposal Due

Module 3:

Required:

  • Media Sections of, Winning Political Campaigns, by William S. Bike. pgs., 129-146 

Optional Readings

  • Chapters 4 through 8 in, Mass Media and American Politics, by Doris Graber, CQ Press, 2010, ISBN: 978-1-60426-460-9

Watch Videos:

3.1 - Discussion Forum

Module 4:

  • Review pages 1-12 and 129 -146, in “Winning Political Campaigns”

4.1 - Position Paper

Module 5:

In Class Discussion: Campaign Financing and Special Interests Groups

In Class Discussion

Module 6:

  • Review course materials
  • Conduct independent research on elections topic.
  • Read Module Content and read articles and watch videos via links provided

6.1 - Midterm Reflection Paper

Module 7:

Research presidential candidates and their positions on key issues.

Research presidential candidates

Module 8:

In Class: Presidential Debates

Presidential Debates

Module 9:

Research presidential candidates and their positions on key issues.

9.1 - Election Predictions

Module 10:

Non SNL Student Final Paper Submission

10.1 - Non SNL Student Final Paper Submission

Module 11:

SNL Student Final Paper Submission

10.1 - SNL Student Final Paper Submission

Course Expectations

Online Participation Guidelines

A significant part of your online learning experience involves learning with and from your classmates and the instructor in the online discussions and group assignments.
Active participation means sharing information and resources and posting you ideas and critiquing and expanding on the ideas of others in a collegial fashion. This discussion is informal in the sense that it is meant to encourage interested discussion.

You are expected to follow accepted standards of English spelling, grammar and usage, although you will not be assessed for these particular characteristics when you are participating in the discussions.

These discussions are for you to exchange your reflections with your classmates and instructor about what you are learning. The discussions will be organized into forums around the particular topic(s) you are studying each week.

You may be asked by the instructor to take leadership in a certain group for a certain time of the course. You will receive further instructions from your instructor if this occurs. You should contribute your responses to the particular assignment for that particular discussion heading which will be posted. For each Discussion Forum, you are required to make at least one original contribution to each topic and respond to one or more classmates’ contributions.

Course Etiquette

Online discussions are an important part of your course experience. To ensure a positive learning environment, please follow the following minimum expectations. Use your common sense, as not all situations can be covered:

Time Management and Attendance

SNL courses are not self-paced and require a regular time commitment EACH week throughout the quarter. You are required to log in to your course regularly so that you can participate in the ongoing course discussions. Online courses are no less time consuming than "face to face" courses. You will have to dedicate some time every day or at least every second day to your studies. A typical four credit hour "face to face" course at SNL involves three hours of classroom meeting per week, plus at least three to six hours of study and homework per week.

This course will require at least the same time commitment, but your learning activities will be spread out through the week. If you have any problems with your technology, or if you need to improve your reading or writing skills, it may take even longer.

The instructor should be notified if your life events do not allow you to participate in the course and the online discussions for more than one week. This is particularly important when there are group discussions or you are working as part of a team.

If you find yourself getting behind, please contact the instructor immediately.

Your Instructor's Role

Your instructor's role in this course is that of a discussion facilitator and learning advisor. It is not their responsibility to make sure you log in regularly and submit your assignments. As instructor, s/he will read all postings to the general discussion forums on a daily basis but may not choose to respond to each posting. You will receive feedback to assignments. The instructor may choose to designate "office hours" when s/he will be online and available and will immediately respond to questions. Depending on the instructor, this response may be by e-mail, instant messenger or telephone. Otherwise, you will generally receive a response to emailed or posted queries within 48 hours.

Your Role as a Student

As an online student, you will be taking a proactive approach to your learning. As the course instructor's role is that of a learning guide, your role is that of the leader in your own learning.
You will be managing your own time so that you can complete the readings, activities and assignments for the course, and you will also be expected to take a more active role in peer learning.

Please also note that this is a course offered by DePaul University's School for New Learning (SNL), a college for undergraduate and graduate degree-seeking students 24 years and older. SNL welcomes the perspectives and encourages the participation of all DePaul students, and students who take this course should respect and be mindful of SNL's mission in supporting a diverse and inclusive environment. More information about SNL can be found here.

Course Policies

This course will adhere to the principles of academic integrity outlined in DePaul University’s Student Handbook.

The DePaul Student Handbook clearly defines plagiarism.  Plagiarism will not be accepted and will result in a failure of the assignment or possibly the course.  If you need assistance in knowing how to cite a resource, please ask for assistance.

To complete the course, you must complete each of the assignments as described in the course and submit them to your instructor by the assigned deadline. In addition, you must participate in the course discussion forum by responding to all instructor requests and by interacting with fellow classmates as necessary.

Points are deducted for late work.

Academic Integrity

DePaul University is a learning community that fosters the pursuit of knowledge and the transmission of ideas within a context that emphasizes a sense of responsibility for oneself, for others and for society at large. Violations of academic integrity, in any of their forms, are, therefore, detrimental to the values of DePaul, to the students' own development as responsible members of society, and to the pursuit of knowledge and the transmission of ideas.

Violations include but are not limited to the following categories: cheating; plagiarism; fabrication; falsification or sabotage of research data; destruction or misuse of the university's academic resources; alteration or falsification of academic records; and academic misconduct. Conduct that is punishable under the Academic Integrity Policy could result in additional disciplinary actions by other university officials and possible civil or criminal prosecution. Please refer to your Student Handbook for further details.

Copyright and Student Privacy

In accordance with DePaul’s Acceptable Use Policy, commentary and materials within SNL classes shall not be copied, reproduced or published elsewhere without the express written consent of individuals involved.

DePaul University Incomplete Policy

The intent of the Incomplete grade is to allow students extra time to complete their final assignments. This need arises because, in the closing weeks of the course, they have an event of significant magnitude that adversely affects their ability to complete the course, e.g. serious illness, death in the family, overseas deployment, or natural disaster.

You must request an incomplete grade in writing two weeks before the end of the quarter. Incomplete grades will be considered only after you have satisfactorily completed at least 75 percent of the coursework, and you have such an unexpected, uncontrollable event that prevents you from completing your course. Do not assume that you will qualify for an incomplete. Students who are failing the course at the point where they request an incomplete will not receive one, nor will they be granted after the end of the quarter. Incomplete grades are given at the discretion of the instructor.

If you do receive permission from the instructor to take an incomplete in the course, you will be required to complete a contract with the instructor, specifying how you will finish the missing work within the next two quarters (excluding summer). See the Incomplete Grade Contract Form.

Undergraduate and graduate students will have up to two quarters to complete an incomplete. At the end of the second quarter (excluding summer) following the term in which the incomplete grade was assigned, remaining incompletes will automatically convert to "F" grades. Ordinarily no incomplete grade may be completed after the grace period has expired. Instructors may not change incomplete grades after the end of the grace period without the permission of a college-based Exceptions Committee. This policy applies to undergraduate, graduate and professional programs.

NOTE: In the case of a student who has applied for graduation and who has been approved for an Incomplete in his or her final term, the incomplete must be resolved within the four-week grace period before final degree certification.

Students With Disabilities

Students seeking disability-related accommodations are required to register with DePaul's Center for Students with Disabilities (CSD) enabling you to access accommodations and support services to assist your success.

There are two Center for Students with Disabilities (CSD) offices:
Loop Campus: Lewis Center, room 1420. (312) 362-8002
Lincoln Park Campus: Student Center, room 370. (773) 325-1677

Students can also email the Center for Students with Disabilities at csd@depaul.edu.

Students are also invited to contact their instructor privately to discuss your challenges and how the instructor may assist in facilitating the accommodations you will use in this course. This is best done early in the term and the conversation will remain confidential.

College and University Policies

This course includes and adheres to the college and university policies described in the links below:

Academic Integrity Policy (UGRAD)

Academic Integrity Policy (GRAD)

Incomplete Policy

Course Withdrawal Timelines and Grade/Fee Consequences

Accommodations Based on the Impact of a Disability

Protection of Human Research Participants

APA citation format (GRAD)

Additional Course Resources

University Center for Writing-based Learning

SNL Writing Guide

Dean of Students Office

About the Instructor

Mark Enenbach is in his 29th year as a member of the SNL visiting faculty.  He is a former graduate school professor at Governors State University and held numerous administrative and planning positions with the City of Chicago under seven different mayors. Most recently, he was Vice President and Chief Operating Officer for The Community and Economic Development Association.  He received his MA from Loyola University.

Changes to Syllabus

This syllabus is subject to change as necessary. If a change occurs, it will be clearly communicated to students.

Credits

This course was designed and produced by Mark Enenbach and staff of DePaul University.

©2016 School for New Learning, DePaul University. All Rights Reserved by SNL during contractual interval with the Author.

 

​​​​​​​​​​​