This course is an introduction to interest groups and their role in American politics. It will consider ways to evaluate interest groups systematically and rigorously. The course will examine the following questions:
The BYU Department of Political Science has developed a set of expected student learning outcomes. These will help you understand the objectives of the curriculum in the program, including this class. In the parlance of the Political Science department's learning outcomes, this course helps you:
I regularly make announcements, clarifications, further instructions, etc., in class and by email and Learning Suite. You are responsible for all of these, even if you do not attend class. You are also responsible for keeping your email up to date at my.byu.edu. (You should let me know if your email changes during the semester.) I suggest that you exchange phone numbers and/or e-mail addresses with other students in the class.
I will hold office hours after class on Mondays and Wednesdays 3-4 p.m. I am also available at other times if you make arrangements with me. I encourage you to come by to talk about assignments in the class, suggestions for improving the class, politics and current events, the perils of student life, or for any other reason.
It is understood that students enrolled in this class will have taken at a minimum Political Science 110 (Introduction to American Politics) and Political Science 200 (Political Inquiry). Thus, I expect all students to have a working knowledge of American politics, and to know how to write an academic research paper. If you have not taken both of those courses, take this course after you have. Without these prerequisites, it will be more difficult to succeed in this course.
The course will be conducted as a seminar. Students will rotate presenting and leading the discussion of the readings. Therefore, it is incumbent that you have read the material to be discussed during each class period prior to the class. You should anticipate that the discussion leaders and I will call on you to contribute your opinion.
I actively encourage questions, interruptions, cries for help, protests of disbelief, etc. You will never be penalized for participating--even when this takes the form of vague complaints like, "I've got no clue why we are reading this stuff!" I urge--indeed, I expect--you to take advantage of the chance to talk with me during office hours.
A Chinese proverb (supposedly) says, "I hear and I forget, I see and I remember, I do and I understand." This philosophy drives the requirements of the class.
| Discussion Leading and Class Participation | 20% |
| Paper | 30% |
| Midterm Exam | 20% |
| Final Exam | 30% |
At the beginning of each class, I will randomly select two students to lead class discussion on the readings. ("I do and I understand.") This means you need to be prepared to lead discussion for each class. More details on what I expect in leading class discussion are found here. Feel free to apply the readings to the group you are researching.
Since this class is a seminar, students should be ready to engage one another in discussion. Of course, in order to participate, one needs to attend class. Participation consists of listening attentively, asking and responding to thought-provoking questions, and connecting the readings to the interest group you are researching for your paper, as well as answering requests for email responses, course evaluations, etc. Active, collaborative learning (i.e. learning by group participation) not only enhances your education, but is more interesting to both student and instructor.
Students will write a paper (~20 pages) on an interest group that is actively participating in the 2016 elections. I am particularly interested in groups that are also active in other forms of lobbying. In consultation with the instructor, you will select the interest group; no two students may study the same group. You should develop detailed factual knowledge--the idea is to become an expert on your specific group. In particular, you should have details about how the organization recruits members, how the organization makes internal decisions, where it gets money, where it spent its money in previous elections, where it spends its money in 2016, etc. You may want to call or write the organization directly for information.
To assist you in completing the assignment, you will submit preliminary assignments about the interest group due throughout the semester. This preliminary material will constitute 20% of your total paper grade. Near the end of the semester, you will combine the outlines and information into a coherent final paper about your group.
Select an interest group of your own choosing. Visit the Web page of that organization to investigate the history of its founding. Write one paragraph that summarizes the circumstances under which the organization was founded. What kind of interest group is it (using Nownes' or Wright's categorizations)? Write a second paragraph in which you briefly analyze the major political factors that prompted the organization's founding. Connect these factors to theories we have read on interest group formation. Your brief paper should be about 250 words.
Select an interest group of your own choosing, which may or may not be the same one as in the previous assignment. (The idea is for you to choose the same group. However, this is not required.) Visit the organization's web site to investigate its requirements for membership. Write one paragraph in which you explain the requirements for membership in the organization and a brief analysis in which you speculate as to why the organization has chosen the membership requirements that it has. Write another paragraph on the benefits/incentives the organization provides its members and a brief analysis in which you speculate as to why the organization has chosen those benefits. Finally, which perspective (e.g. pluralist, transactionist) best accounts for the membership behaviors of your group? If you were consulting for the organization, what adjustments would you recommend in its membership criteria and benefits, if any, and why? Your brief paper should be about 500 words. Remember to cite any sources that you use: see guidelines in the syllabus below. (Rough rule of thumb: if you write something that you did not know before taking the class, cite where you learned it. Citations/references do not count in the word limit.)
Select an interest group of your own choosing, which may or may not be the same one as in the previous assignment. (The idea is for you to choose the same group. However, this is not required.) Write one paragraph in which you address how important influencing public policy is to your group: Is this its major function or only a minor part of its activities? What is the relationship between member preferences and group objectives? Write another paragraph on how your group is governed: Who is in charge and whom do they report to? Finally, which perspective (e.g. pluralist, transactionist) best accounts for the internal dynamics of your group? Your brief paper should be about 500 words. Remember to cite any sources that you use: see guidelines in the syllabus below. (Rough rule of thumb: if you write something that you did not know before taking the class, cite where you learned it. Citations/references do not count in the word limit.)
Select an interest group of your own choosing, which may or may not be the same one as in the previous assignment. (The idea is for you to choose the same group. However, this is not required.) How many interest communities does your group participate in (e.g. state, national, etc.)? How long has your group been a member of the national or state communities? Has it been active for a short time, or does it maintain a continuous lobbying presence? How crowded or dense are the interest communities in which your group participates? What stage is your interest guild (e.g. legitimation, growth, etc.)? How diverse are the interest communities in which your group operates? Is your interest guild a large or small share of the interest communities? Use information provided by the group, as well as lobby and PAC registrations to answer these questions. Lobbying and especially expenditures can often be found at Open Secrets (national) and Follow the Money (state). National lobbying is reported to the House (see "Public Disclosure Search") and Senate. Your brief paper should be about 500 words. Remember to cite any sources that you use: see guidelines in the syllabus below. (Rough rule of thumb: if you write something that you did not know before taking the class, cite where you learned it. Citations/references do not count in the word limit.)
Select an interest group of your own choosing, which may or may not be the same one as in the previous assignment. (The idea is for you to choose the same group. However, this is not required.) Does your interest group employ in-house or contract lobbyists (at the state and national level)? What are the backgrounds of the lobbyists? How has your interest group participated in lobbying? Has the group testified at state or congressional hearings? Who else testified? (Was it one-sided?) Are there (state or federal) legislators with whom the group works closely? What have they done? Who (else) has the group targeted in their lobbying? Are the targets allies, fence-sitters, or enemies? Has the group participated in any coalitions? On what issues? Were there any coalitions in opposition? In how many legislative districts does the group have a presence? Does the group produce original policy research conveyed to legislators? What have they published recently? Use information provided by the group, as well as lobby and PAC registrations to answer these questions. Lobbying and especially expenditures can often be found at Open Secrets (national) and Follow the Money (state). National lobbying is reported to the House (see "Public Disclosure Search") and Senate. Which perspective (e.g. pluralist, transactionist) best accounts for the lobbying of your group? Your brief paper should be about 700 words. Remember to cite any sources that you use: see guidelines in the syllabus below. (Rough rule of thumb: if you write something that you did not know before taking the class, cite where you learned it. Citations/references do not count in the word limit.)
Select an interest group of your own choosing, which may or may not be the same one as in the previous assignment. (The idea is for you to choose the same group. However, this is not required.) Does your group sponsor a political action committee (PAC)? When was it founded? What is its fundraising history? Does the PAC pursue an access or electoral strategy? How many (state and federal) candidates received funds from the PAC in the last election cycle? Has your group sponsored issues or used independent expenditures in campaigns? If so, what were they about? Is your group essentially affiliated with one of the major political parties? Use information provided by the group, as well as PAC registrations and spending reports to answer these questions. Expenditures can often be found at Open Secrets (national) and Follow the Money (state). Which perspective (e.g. pluralist, transactionist) best accounts for the strategies of your group? Your brief paper should be about 500 words. Remember to cite any sources that you use: see guidelines in the syllabus below. (Rough rule of thumb: if you write something that you did not know before taking the class, cite where you learned it. Citations/references do not count in the word limit.)
Select an interest group of your own choosing, which may or may not be the same one as in the previous assignment. (The idea is for you to choose the same group. However, this is not required.) Does your interest group participate in indirect lobbying? Does your group lobby for values or lobby for contact (or both)? What techniques do they use? (For example, does your organization conduct original research?) Is indirect lobbying a big part of your group's activity? Is this indirect lobbying connected with their direct lobbying, i.e. are they conducting all-directional lobbying? Does your group help, compete with, or push the parties? What is your group's relationship with the political parties? Does your group get involved with referendums and/or initiatives? How effective is your group in using referendums/initiatives? Your brief paper should be no more than 500 words (less if your group does not participate in these activities). Remember to cite any sources that you use: see guidelines in the syllabus below. (Rough rule of thumb: if you write something that you did not know before taking the class, cite where you learned it. Citations/references do not count in the word limit.)
Select an interest group of your own choosing, which may or may not be the same one as in the previous assignment. (The idea is for you to choose the same group. However, this is not required.) Does your interest group meet with the chief executive (or his staff) at the federal (President) or state (governor) level? Does your interest group have any interactions with the Office of Public Liaison? How does your interest group lobby the bureaucracy? Does your group propose or comment on proposed regulations/rules? Does it serve on advisory committees? Attempt to influence appointments? Testify at hearings? What is its position on these interactions? (Give examples of these activities.) Can you describe your group as an ally or adversary to the current White House (or is it indifferent)? Your brief paper should be no more than 500 words (less if your group does not participate in these activities). Remember to cite any sources that you use: see guidelines in the syllabus below. (Rough rule of thumb: if you write something that you did not know before taking the class, cite where you learned it. Citations/references do not count in the word limit.)
Select an interest group of your own choosing, which may or may not be the same one as in the previous assignment. (The idea is for you to choose the same group. However, this is not required.) Has your group sued or been sued on an issue of public policy? Or have they sponsored litigation or test cases? (Try the Lexis database.) If your group has (been) sued, what arguments were raised in the briefs of the parties? What were the resolutions of the cases? Has your group filed amicus curiae briefs in state or federal court? For certiorari or on the merits of the case? (Again, look at legal web sites as well as the group's web site.) If the group has filed amicus briefs, on what grounds did it claim a stake? Did any briefs raise policy or legal issues not raised by the parties to a case? Has your group lobbied on judicial appointments? What methods did they use to lobby the appointments (e.g. internal/external or direct/indirect)? How has your group connected its judicial lobbying to organizational maintenance? Which perspective (e.g. pluralist, transactionist) best accounts for the strategies of your group? Your brief paper should be no more than 700 words (much less if low involvement). Remember to cite any sources that you use: see guidelines in the syllabus below. (Rough rule of thumb: if you write something that you did not know before taking the class, cite where you learned it. Citations/references do not count in the word limit.)
Students will be assigned to a group of three. Each student in the group will distribute his or her paper to the other two students for peer evaluation. (Students will evaluate two peers' papers, and return each of them with an evaluation sheet. Peers will also give grades to the instructor only. Finally, authors will give grades to their peers on how well they were able to constructively criticize authors' arguments, and give specific suggestions on how to strengthen those arguments.) After incorporating the appropriate suggestions and criticisms, students will turn in their final paper. Authors will also grade the peer reviewers. Ten percent of your final paper grade is determined by your initial submission, and 10% of your final paper grade is determined by how well you evaluate your peers.
An excellent ("A") paper will apply theories we have discussed in class, point out strengths and shortcomings of the theories, suggest revisions of the theory based on the case studied, and integrate the case with the readings. A satisfactory ("C") paper will emphasize description of the group over application of the theories. As with all writing, I will also evaluate the logic and organization of the paper, as well as spelling and grammar. I strongly recommend that you consult with me through all phases of your research. Sixty percent of your final paper grade is determined by your final submission to me.
The paper is due at the beginning of the last day of class. If you cannot make it to class, please leave the assignment with the department secretaries (in the Political Science office--745 SWKT) before class begins. You may also submit your paper via email (as an attachment). I will deduct a 10 points per day (including weekends) for late papers (on a 100 point scale). That said, I am a reasonable person; if you anticipate a problem with submitting the paper when it is due, speak to me before the assignment is due so that we can try to work out an alternative arrangement. The papers may be picked up in the Political Science office (745 SWKT) after they are graded.
There will be one midterm exam taken in the Testing Center during the semester that covers about 7 weeks' material, and a final examination that will be comprehensive. The final exam will be administered on Monday, December 12 in our classroom from 11:00 a.m. - 2:00 p.m. (as noted on the final exam schedule). Do not ask to take the final examination early. It is against university policy to give final examinations outside of the scheduled time. You should not make any plans that interfere with the final exam schedule. Please do not ask for exceptions. I am not authorized to grant them.
You may bring any notes that you have written yourself into the exams (i.e., you may not bring anyone else's notes, the text, or any articles). The exams will consist primarily of short-answer identification questions and essay questions that assess the skills listed in Objectives. The examinations will be difficult. I expect you to be able to apply the material that we have covered in class and to explain various concepts. You will have the opportunity to suggest questions for the exams (midterm and final). The final exams may be picked up in the Political Science office (745 SWKT) after they are graded.
I do not grade on a curve. Your grade will be computed using a standard scale (87-89: B+, 84-86: B, etc.).
I include the following information from the BYU 2016-2017 Undergraduate Catalog, which guides how I grade and determine workload:
| A | Excellent |
| B | Good |
| C | Satisfactory |
| D | Minimum passing |
| E | Unacceptable |
Students who have succeeded in this course have the following characteristics. They
From the Academic Honesty section of the BYU Honor Code: "The first injunction of the BYU Honor Code is the call to `be honest.' Students come to the university not only to improve their minds, gain knowledge, and develop skills that will assist them in their life's work, but also to build character. `President David O. McKay taught that character is the highest aim of education' (The Aims of a BYU Education, p. 6). It is the purpose of the BYU Academic Honesty Policy to assist in fulfilling that aim."
"BYU students should seek to be totally honest in their dealings with others. They should complete their own work and be evaluated based upon that work. They should avoid academic dishonesty and misconduct in all its forms, including but not limited to plagiarism, fabrication or falsification, cheating, and other academic misconduct" (cite). Read the full version here.
A colleague (Mitch Sanders, former professor at Notre Dame) has already explicated these issues specifically for political science. Please read here.
If you write a paper for another course (past or present) that uses the same topic as the project for this course, you need to approve it with me first, and then you must turn in to me a copy of the paper from your other course.
As required by Title IX of the Education Amendments of 1972, the university prohibits sex discrimination against any participant in its education programs or activities. Title IX also prohibits sexual harassment-including sexual violence-committed by or against students, university employees, and visitors to campus. As outlined in university policy, sexual harassment, dating violence, domestic violence, sexual assault, and stalking are considered forms of "Sexual Misconduct" prohibited by the university.
University policy requires any university employee in a teaching, managerial, or supervisory role to report incidents of sexual misconduct that come to their attention through various forms including face-to-face conversation, a written class assignment or paper, class discussion, email, text, or social media post. If you encounter Sexual Misconduct, please contact the Title IX Coordinator at t9coordinator@byu.edu or 801-422-2130 or Ethics Point at https://titleix.byu.edu/report or 1-888-238-1062 (24-hours). Additional information about Title IX and resources available to you can be found at http://titleix.byu.edu.
Brigham Young University is committed to providing a working and learning atmosphere that reasonably accommodates qualified persons with disabilities. If you have any disability which may impair your ability to complete this course successfully, please contact the University Accessibility Center (UAC), 2170 WSC or 422-2767. Reasonable academic accommodations are reviewed for all students who have qualified, documented disabilities. The UAC can also assess students for learning, attention, and emotional concerns. Services are coordinated with the student and instructor by the UAC. If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures by contacting the Equal Employment Office at 422-5895, D-285 ASB.
All course materials (e.g., outlines, handouts, syllabi, exams, quizzes, PowerPoint presentations, lectures, audio and video recordings, etc.) are proprietary. Students are prohibited from posting or selling any such course materials without the express written permission of the professor teaching this course. To do so is a violation of the Brigham Young University Honor Code.
Mental health concerns and stressful life events can affect students' academic performance and quality of life. BYU Counseling and Psychological Services (CAPS, 1500 WSC, 801-422-3035, caps.byu.edu) provides individual, couples, and group counseling, as well as stress management services. These services are confidential and are provided by the university at no cost for full-time students. For general information please visit https://caps.byu.edu; for more immediate concerns please visit http://help.byu.edu.
It is essential that you keep up with the reading. Indeed, I expect you to have completed reading assignments before the class in which we discuss it (thus, the random discussion leading). The exams draw directly on the required readings: I may ask about things on the exams that were only covered in the readings.
There are three textbooks available from the bookstore (or elsewhere):
Most of the other readings are journal articles and book chapters. These readings may be accessed through Learning Suite.
You should read a national newspaper daily. Knowledge of current events will help you in your exams, paper, and active participation in class. I suggest subscribing to a national paper, or at the very least, reading on the web the national news of The New York Times or The Washington Post.
I may add or subtract readings during the semester, as the campaign finance terrain is constantly shifting in the United States, and relevant academic studies may be published after the course has started. If I find something that provides greater insight or additional knowledge to our subject, I will add or substitute the reading.
Date |
Topic |
Readings |
Assignments |
|---|---|---|---|
August 30 |
Why Study Interest Groups? | Madison Nownes: 1 Wright: 1 Yoho |
|
September 1 |
Themes | Truman Schattschneider |
|
6 |
Universe | Wright: 2 Nownes: 2 |
|
8 |
Collective Action Problem | Nownes: 3 Olson |
|
13 |
Salisbury Sandler |
History | |
15 |
Internal Dynamics | Nownes: 4 Barakso and Schaffner |
|
20 |
Rothenberg Young |
Membership | |
22 |
Organizational Ecology | Lowery and Gray Lowery, Gray, Kirkland, and Harden |
|
27 |
Lobbying the Legislature | Nownes: 5 (relevant parts) Wright: 3, 4 |
Internal Dynamics |
29 |
Hall and Deardorff Holyoke |
||
October 4 |
Hertzke de Figueiredo and Richter |
Organizational Ecology |
|
6 |
Lowery Nownes: 6 |
||
11 |
Wright: 5 Stratmann |
Lobbying the Legislature |
|
13 |
McChesney Barber |
||
18 |
Midterm Exam | ||
20 |
Lobbying the Public | Brown Browne |
|
25 |
Nownes: 7, 8 Rozell, Wilcox, and Franz |
Campaign Finance | |
27 |
Lupia and Matsusaka Boehmke and Bowen |
||
November 1 |
Lobbying the Executive | Nownes: 5 (relevant part) Tichenor Brown |
Lobbying the Public |
3 |
McCubbins and Schwartz Haeder and Yackee |
||
8 |
Lobbying the Judiciary | Nownes: 5 (relevant part) O'Connor Epstein and Rowland |
Lobbying the Executive |
10 |
Box-Steffensmeier, Christenson, and Hitt Caldeira and Wright |
||
15 |
Public Policy | Baumgartner et al.: 1, 2, 3 | Lobbying the Judiciary |
17 |
Baumgartner et al.: 4, 5, 6 | ||
22 |
No class: Friday |
|
|
24 |
No class: holiday |
|
|
29 |
Baumgartner et al.: 7, 8, 9 | ||
December 1 |
Impact | Baumgartner et al.: 10, 11, 12 | Peer Draft |
6 |
Wright: 6, 7 | Peer Reviews | |
8 |
Nownes: 9, 10 | Final Paper | |
9 |
Reading Day | ||
12 |
Final Exam |
When you get to this point, send me (at goodliffe@byu.edu) an email stating that you have read and understood the syllabus.
Parts of this syllabus are drawn from the syllabi of Scott Ainsworth, Mike Barber, Ken Godwin, Sandy Gordon, Michael Heaney, Chris Karpowitz, David Lowery, Larry Rothenberg, and Christina Wolbrecht.
Jay Goodliffe's home page
This page is http://goodliffe.byu.edu/313/syllabus.htm