September 5th Politics 158

Course Introduction and Logistics

• Welcome to Political Science 158, Intro to Politics. Instructor emphasizes a positive, engaging semester with attendance through the end.
• Today’s plan: introductions, review of course module on Moodle, review of the syllabus, and a discussion on the assigned chapter.
• Moodle/syllabus access issues noted:
  • Some students could access the Moodle page and syllabus; others could not.
  • Instructor will coordinate with tech team for those having trouble; ask students affected to stay after class to share names for follow-up.
• After Moodle/syllabus review, a brief discussion on the chapter read is planned; students with zero Moodle access can still attend the meeting.
• Course objectives for today:
  • Describe what politics actually is and its key features and factors.
  • Distinguish between politics, policy, public policy, and political science.
  • Develop a broad understanding of the elements that make up political outcomes.
• Instructor introductions and background:
  • Name: Doctor Yakusa or Professor Yakusa.
  • Current role: Managing Director for Alumni and External Affairs for a nonprofit focused on education access.
  • Political experience: Former city council member for Hopland Heights (4-year term); now in a different district; considering entry into state legislature (State House or Senate).
  • Family: Father to Ezra (3 years old) and expectant in November to welcome Nairobi.
  • Academic focus: Comparative politics and international relations; research interests include authoritarianism, state-building, and civil wars; dissertation on dominant party rule in Liberia.
  • Teaching philosophy: Blend theory and applied politics (experience in office helps connect theory to real-world practice).
• Instructor invites questions about personal background.
• Icebreaker activity (five minutes): students pair up to share name, a fun fact, and what they want to gain from the class; then share with the larger group.
• Example interactions during icebreaker (highlights):
  • Marco: senior, psychology major, political science minor, PSEO student; from Twin Cities; seeking a government-related credit; discusses local context and course relevance.
  • Other students share majors, year levels, and personal interests (e.g., music tastes, favorite colors, career aims).
• Teaching style note:
  • Class is discussion-based with opportunities to reflect on readings and learn from peers.
• Administrative reminders:
  • Contact: email preferred for an ongoing written record; phone as alternative for emergencies.
  • Office hours: Fridays; scheduling can be via email; Zoom is available if in-person meetings are not feasible.
  • Emphasis on communication to coordinate times when in-office availability overlaps with class.

Course Structure, Materials, and Access

• Textbook and readings:
  • OpenStax: Introduction to Political Science used as core material; described as high-quality and collaboratively produced by experts.
  • No required traditional textbook purchase; readings may be added by the instructor.
• Modules and syllabus:
  • Modules should be available; first weeks are up, with ongoing updates if syllabus changes occur.
  • Instructor will communicate any changes to the class via messages; students should monitor Moodle messages.
• Class format:
  • Lecture-discussion hybrid; occasional case studies and activities depending on unit and instructor creativity.
  • Majority of class will be back-and-forth discussion: instructor poses a question, small group discussions, then share with the larger group.

Core Goals and Foundational Concepts

• Course purpose:
  • Provide tools to understand what politics is and how political scientists study politics.
  • Explain why politics matters.
  • Ensure foundational understanding of concepts without requiring prior background knowledge.
• Key learning outcomes:
  • Articulate interrelationships among individuals, ideas, institutions, structures, events, and social behavioral processes.
  • Identify central concepts, theories, and models used to explain human behavior in political science.
  • Demonstrate basic understanding of methodologies used by political scientists to analyze social and political phenomena.
• Theoretical emphasis:
  • Theory is essential for understanding state-to-state interactions and large political units.
  • Students should be able to conceptualize and apply theories/models to explain behavior and institutions.
• Open discussion prompts:
  • How do we think about politics in everyday life versus formal political structures?
  • How do theory and methodology help explain real-world political outcomes?

Definitions and Distinctions

• Core terms to distinguish:
  • Politics vs policy vs public policy vs political science.
• Working definitions discussed in class:
  • Politics: any interaction among individuals, groups, or institutions that leads to collective decision-making or problem-solving.
  • Policy: a course of action designed to address a particular issue within the political process.
  • Public policy: policies that are enacted and implemented by government actors to address public issues.
  • Political science: the science studying politics, political behavior, institutions, and the methods used to analyze political life.
• Political actors vs politicians:
  • Politicians: professional actors who actively engage in politics by running for or holding office.
  • Political actors: a broader category including individuals, associations, groups, institutions, or states that participate in political processes (not all are politicians, but all politicians are political actors).
• Importance of these definitions:
  • Ground students in the scope of political life beyond official government roles.
  • Clarify the breadth of political activity (voting, protesting, advocacy, running for office).

The Three Core Elements That Influence Politics

• 1) Rules define legitimacy and possibility in a political space:
  • Examples of rules include formal rules (constitution, voting laws, residency requirements) and informal rules (norms about participation).
  • Specific examples discussed:
  • Voting age: determines who can vote and participate in elections.
  • Residency rules: requirements about where one must live to be eligible for certain offices.
  • Citizenship requirements (e.g., natural-born status for certain offices like President).
  • Education requirements are not formal hard rules for most offices, but there are social expectations.
• 2) The formal vs informal structure of government:
  • constitutional rules, branches of government, and the overall architecture of the state.
  • checks and balances: a constitutional or de facto rule shaping how power is distributed and constrained.
  • Robert’s Rules: procedural rules that govern the order of speaking and decision-making in deliberative bodies (example from the classroom analogy).
• 3) The rules governing participation in institutions and classrooms as microcosms of larger politics:
  • The syllabus functions as the classroom constitution, setting expectations for participation and assessment.
  • The instructor’s authority over grading relies on adherence to these rules and established criteria.
  • University policies regulate teaching practices and credentials required to teach, shaping who may participate in class discussions and how.
• Implication:
  • Rules (formal and informal) determine who participates, how they participate, and what outcomes are possible.

Methods, Theory, and Real-World Relevance

• Relationship to theory and empirical methods:
  • Students will learn both theoretical frameworks and practical methodologies used to study politics.
  • Emphasis on applying theory to understand political behavior and institutional dynamics.
• Real-world relevance:
  • Understanding how rules shape political participation helps explain everyday political outcomes (e.g., who can vote, who can run for office).
  • The distinction between political actors and politicians maps onto real-world activities like voting, protesting, or campaigning.
• Ethical and practical implications:
  • Emphasis on responsible analysis and evidence-based conclusions in political science work.
  • Instructor cautions against using AI to write analytic papers; emphasizes original work and critical thinking.

Course Materials, Reading Approach, and Use of Technology

• Reading guidance:
  • Focus on broad takeaways, definitions, and core concepts rather than memorizing every detail.
  • When approaching a new section, identify the key takeaway, main point, and the terms/concepts being defined.
• Use of PowerPoint slides:
  • The instructor plans to use PowerPoints during lectures but has not decided whether to post slides publicly for every class.
  • If excused absences occur, slides may be made available; otherwise, students are encouraged to engage with readings in class.
• Discussion questions:
  • Expectation of ongoing discussion questions throughout class to engage students in critical thinking and application of material.
• Reading approach tip:
  • The opening of chapters often signals key takeaways; students should identify definitions of core terms early in the chapter.

Assessment, Grading, and Course Policies

• Grading components:
  • Six assignments total.
  • Three analytic papers (analytic writing skills emphasized as broadly valuable beyond political science).
  • Analytic papers collectively account for $30\%$ of the total grade.
  • Midterm exam (format and content unspecified in detail here).
  • Attendance and participation: tracked and factored into final grade.
  • Final assessment: students vote on final exam vs final paper; majority chose final exam (open-book).
  • Final exam is cumulative (covers early and late semester content) and is open-book.
• Course policy highlights:
  • Open-book final exam policy; students should follow readings and stay attentive in class.
  • All writing should be original; no AI-generated papers.
  • Phones policy: do not use phones in class; if needed for internet access on the spot, use only as a tool for note-taking or legitimate purposes, not for distraction.
  • If technical issues arise (e.g., Moodle access), student feedback is encouraged and will be addressed with the tech team.
• Office hours and communication:
  • Email is preferred for record-keeping; office hours on Fridays; scheduling available; Zoom options if in-person is inconvenient.
  • Encouragement to communicate needs or scheduling conflicts to ensure availability.

First-Class Discussion Activity and Takeaways

• Group exercise: define politics from multiple angles and compare to textbook definitions:
  • Personal definitions often center on power, government, control, hierarchy, policy-making, decision-making, and social interaction.
  • Textbook definition emphasizes politics as interactions among individuals, groups, or institutions involved in collective decision-making to solve problems.
  • Compare and contrast: how does personal experience align or conflict with the book’s definition?
• Major takeaway from the initial discussion:
  • Politics permeates everyday life and social interactions; power and influence are central to political processes.
  • The book’s broader framing helps students notice politics in contexts beyond formal government (e.g., workplace dynamics, classroom governance).
• Practical implication for students:
  • Recognize that almost all social interactions have political elements; learning to analyze these through theory and method improves understanding of political life.

Notable Examples and Metaphors Shared

• Metaphor: the syllabus as the classroom’s constitution; it sets expectations and rules for participation and assessment.
• Real-world connection: everyday governance in a classroom mirrors constitutional design in a country (branches, rules, and participation).
• Examples used to illustrate politics:
  • Voting age, residency, citizenship requirements as rules that shape political participation.
  • Roberts’ Rules of Order as a procedural framework for decision-making in deliberative bodies.
  • Secularity or separation principles shaping committee assignments and governance structure (illustrative of how formal rules influence political processes).

Practical Implications and Real-World Relevance

• Why this course matters:
  • Provides tools to understand how political life is organized, how decisions are made, and how institutions shape outcomes.
  • Prepares students who may pursue public office or roles in politics by offering both theory and practical exposure.
• Consistency with current events and professional pathways:
  • The instructor’s background in local government and potential candidacy offers a bridge between academic concepts and real-world political activity.
• Ethical considerations:
  • Emphasize the importance of critical thinking, evidence-based analysis, and integrity in political writing and discussion.

Quick Reference: Key Terms and Concepts (Glossary)

• Politics: interactions among individuals, groups, or institutions that lead to collective decision-making or problem-solving.
• Policy: a deliberate course of action adopted to address a public issue.
• Public policy: government-endorsed policies affecting the public.
• Political science: systematic study of politics, political behavior, and institutions.
• Politician: a professional actor who runs for or holds public office.
• Political actor: any person or group participating in politics (not all are politicians).
• Institutions: enduring structures that organize political life (e.g., legislatures, courts, bureaucracies).
• Rules: formal and informal guidelines that determine who can participate, how participation occurs, and what outcomes are possible (e.g., voting age, residency, constitutional provisions, checks and balances, procedural rules).
• Checks and balances: a mechanism to prevent concentration of power by distributing authority across branches and providing oversight.
• Robert’s Rules of Order: a procedural framework to manage debates and decision-making in deliberative assemblies.
• OpenStax Introduction to Political Science: the primary textbook resource used in this course.
• Analytic papers: structured writing exercises focusing on analysis and interpretation, intended to develop transferable writing skills.
• Cumulative final exam: comprehensive assessment covering material from the entire course period.

Connections to Foundational Principles and Real-World Relevance

• Foundational principles reinforced:
  • The centrality of rules in shaping political participation and outcomes.
  • The value of theory to organize empirical observations and explain political phenomena.
  • The link between individual actions (voting, protesting, running for office) and broader institutional change.
• Real-world relevance:
  • Understanding political processes at local, state, and national levels informs civic engagement and public life.
  • The discussion of rules, participation, and institutional design is applicable to analyzing current government actions, policy debates, and electoral rules.

Quick Quiz Prompts (for self-check)

• What is the difference between politics and political science?
• Who counts as a political actor? Are all politicians political actors?
• Name three formal or informal rules that influence political participation.
• What is the role of open-book policy in the final exam?
• Why is it important to distinguish between politics, policy, and public policy?