UNIVERSITY OF KENT

Module Specification

1 The title of the moduleContemporary Politics and Government in the USA (PO617)

2 The School which will be responsible for management of the moduleSchool of Politics and International Relations

3 The Start Date of the Module2005-06

4 The number of students expected to take the module60

5 Modules to be withdrawn on the introduction of this proposed module and consultation with other relevant Schools and Faculties regarding the withdrawal

No modules will be withdrawn. Approval is sought for a new assessment method to better establish a coherent school assessment strategy. 6 The level of the module (eg Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M])

Intermediate (FHEQ Level: 5)

7 The number of credits which the module represents 30 credits

8 Which term(s) the module is to be taught in (or other teaching pattern)Autumn and Spring

9 Prerequisite and co-requisite modulesThere are no pre- or co-requisites

10 The programmes of study to which the module contributesThe module is open to all students on the School of Pol/IR undergraduate

degrees and to those within the Faculty of Social Science as a wild module

11 The intended subject specific learning outcomes and, as appropriate, their relationship to programme learning outcomes

At the end of the course, students will:SLO1 Have a thorough knowledge of the structure of the US governmental system; SLO2 Be able to describe and account for the operation of the US’s political institutions, including those ‘intermediate’ institutions (parties, media etc) that link citizens to their government; SLO3 Understand how the individual institutions interact and work together (or not, as the case may be); SLO4 Comprehend the relationship between government institutions and the US’s cultural and societal attributes;SLO5 Understand how the governmental structure and political culture interact to produce certain policy outcomes;SLO6 Understand and be able to make predictions about the US’s role and place in the world; and

SLO7 Be able to identify and analyse some of the major political problems facing the US at the dawn of a new century.

These specific learning outcomes contribute to achieving the general aims of our undergraduate programmes, which aim to: ensure that students acquire knowledge and understanding in theories and analysis in a supportive and responsive learning environment develop students’ capacities to think critically about political events, ideas and institutions provide a curriculum supported by scholarship, staff development and a research culture that promotes breadth and depth of intellectual enquiry and debate assist students to develop cognitive and transferable skills relevant to their vocational and personal development

12 The intended generic learning outcomes and, as appropriate, their relationship to programme learning outcomes

In addition to the specific outcomes under point 8, the module will also enable students to progress towards achievement of the generic learning outcomes of the school’s undergraduate programmes listed below. Students who successfully complete their undergraduate programme in the School will be able to:

GLO1 Engage critically with political phenomena, including the vocabulary, concepts, theories and methods of political debate;GLO2: Examine and evaluate different interpretations of political issues, events and solutions to problems;GLO3 Describe, evaluate and apply different approaches involved in collecting, analysing and presenting political information;GLO4 Develop reasoned arguments, synthesise relevant information and exercise critical judgement;GLO5 Reflect on and manage their own learning and seek to make use of constructive feedback from peers and staff to enhance their performance and personal skills;GLO6 Orally communicate ideas effectively and fluently;GLO7 Communicate ideas effectively and fluently in writing;GLO8 Use information and communication technology for bibliographical searches, data acquisition, data analysis and presentation;GLO9 Work independently, demonstrating initiative, self-organisation and time-management;GLO10 Collaborate with others and contribute effectively to the achievement of common goals;

13 A synopsis of the curriculumPO617 offers a comprehensive introduction to the politics and national government of the United States. The course is divided into four inter-linked parts. In Part I students will be introduced to the ‘foundations’ of the US political system. Students will examine the history of the republic, its economy and society, the values and beliefs American people subscribe to, and the basic structure of the political system. Part I therefore provides essential knowledge upon which the rest of the course builds. In Part II students will examine those ‘intermediate’ institutions (interest groups, parties, elections and the media) that link people to their government. We will look at why Americans vote the way they do; at the role US parties play and their relevance to Americans’ lives; at whether interest groups have usurped the role of parties; and at whether the media exacerbate cynicism about politicians and the wider political system. In

Part III students focus on the three institutions of the federal government: the Congress, Presidency and Supreme Court. We will examine both the institution that is Congress and the individuals that are elected to it and ask whether they have compatible goals or not, and whether Congress has usurped some of the roles and power of the presidency. Similarly, we will examine the extent to which the Presidency is an institution in decline or whether the events surrounding 9-11 have given the office new power and meaning. Finally, we will examine the political and legal role that the Supreme Court plays in the modern US political system. In the fourth and final part of the course, students focus on the policymaking process in the US. We will look at economic policy, civil rights and liberties and foreign policy, ask how and why policy is made as it is, and examine the extent to which the policy solutions produced by the political system are optimal.

14 Indicative Reading List David McKay, American Politics and Society, 6th edition (Oxford: Blackwell, 2005)David McKay, David Houghton and Andrew Wroe, Controversies in American Politics and Society (Oxford: Blackwell, 2002) Hugh Brogan, The Penguin History of the United States of America, revised edition (London: Penguin, 2001)William E. Hudson, American Democracy in Peril: Seven Challenges to America’s Future, 4th edition (Seven Bridges Press, 2004)Gillian Peele, Christopher J. Bailey, Bruce Cain and B. Guy Peters (eds.), Developments in American Politics 4 (Basingstoke: Palgrave, 2002)Robert Singh, Governing America: The Politics of a Divided Democracy (Oxford: Oxford University Press, 2003)

15 Learning and Teaching Methods, including the nature and number of contact hours and the total study hours which will be expected of students, and how these relate to achievement of the intended learning outcomes

LecturesSchedule: 22 contact hours; one lecture per week for 22 weeksLearning outcomes: SLO1-7, GLO1-2. Lectures will introduce students to the key

aspects of the modern politics and government of the USA. Lectures are the key forum for delivering core material, concepts and theories that students require to meet the course’s specific learning outcomes.

Achievement of learning outcomes: Outcomes will be met through oral and visual presentation of lecture material. The lectures will introduce synthetically the key issues in the scholarly literature, together with their related concepts and theories, and will draw attention to the connections between them, empirical cases and wider debates.

SeminarsSchedule: 22 contact hours; one seminar per week for 22 weeks. Seminars will be based on discussions of the topics introduced in the lectures and the reading done independently by students. Learning outcomes: SLO1-7, GLO1-6 and 10. Seminars play a key pedagogic role because they link lectures, independent reading and peer discussion in a fluid, responsive teaching and learning environment.

Achievement of learning outcomes: Students must read and research prior to seminars in order to participate in discussions and debate, which in turn will help develop their understanding through interaction, cooperation and confrontation.

Independent studySchedule: 252 hours total; 10.5 hours per week. Students are required to read the recommended texts for each seminar, prepare their presentations, and research and write their coursework assignments. Students will also be encouraged to keep up to date with contemporary political events and to relate these to the course content. Learning outcomes: SLO1-7, GLO1-5 and 7-10. Students are expected to explore in detail aspects and issues introduced in the lectures; reflect critically on them; analyse written texts and synthesise their arguments; structure and present academic arguments, both orally and in writing. Achievement of learning outcomes: Students will meet these outcomes by reading and preparing for seminar discussion and essays.

16 Assessment methods and how these relate to testing achievement of the intended learning outcomes

Formative assessment of the seminar presentations and written assignments will be given throughout the module in the form of oral and written feedback. Summative assessment of the module will be based on the following:

Type of assessmen

t

Task Learning outcomes assessed

Weight towards

final mark (%)

Essay Students are required to produce 3 essays of approximately 2,500 words each.The questions relate to the topics dealt with in the lectures and seminars. Essays must be word-processed and conform to scholarly standards (e.g. include a clear introduction, argument and conclusion, and supported by appropriate references to the literature).

SLO1-7GLO1-5 and 7-9

50

Exam Students are required to sit an end-of-course 3-hour unseen examination, designed to test their knowledge and understanding of the course material, and drawing on their independent study, essays, presentations and seminar discussions. In the case of short-term exchange students unable to sit the exam, the exam may

SLO1-7GLO1-5 and 7-9

50

be replaced by an additional piece of coursework or an extended essay.

17 Implications for learning resources, including staff, library, IT and spaceStaff: The current staff in the School of Politics and IR will cover all the teaching

Library: As the module already exists, there will be no extra pressure on library resources

IT: No additional pressure is foreseen on the university’s IT equipment or resources

Space and Timetabling: There will be no additional pressure on space and timetabling

18 A statement confirming that, as far as can be reasonably anticipated, the curriculum, learning and teaching methods and forms of assessment do not present any non-justifiable disadvantage to students with disabilities

As far as can be reasonably anticipated, the curriculum, leaning and teaching methods and forms of assessment do not present any non-justifiable disadvantage to students with disabilities.

Statement by the Director of Learning and Teaching: "I confirm I have been consulted on the above module proposal and have given advice on the correct procedures and required content of module proposals"

................................................................Director of Learning and Teaching

..............................................Date

Statement by the Head of School: "I confirm that the School has approved the introduction of the module and will be responsible for its resourcing"

.................................................................Head of School

..............................................Date