PLCY 110: Global Policy Issues

Spring 2023
3 credit hours; lecture and recitation
Lecture: MW 10:10-11:00 am, Gardner Hall 08
Recitation sections Fridays (required)

INSTRUCTOR
Professor Patricia L. Sullivan, Ph.D.
[email protected]
Office hours: 3:30-4:30 pm Tuesdays on Zoom; 11am-noon in Abernethy 121; and by appointment
Zoom meetings and office hours: https://unc.zoom.us/j/98686014451

GRADUATE TEACHING ASSISTANTS

Gio Rincon
Office hours: TBD
[email protected]

Sofia Cardamone
Office hours: TBD
[email protected]

Target Audience
First and second-year undergraduate students of all majors. No prerequisites.

Course Description
This course serves as an introduction to several of the most pressing issues facing populations around
the world and the challenges of designing and implementing policies to address these issues. Global
policy issues are challenges whose sources, impacts, and solutions extend beyond the borders of any
one country. Because we cannot possibly study all such issues in the world today, we will confine our
emphasis to a handful of key challenges. You will learn about each of these issues through assigned
readings, lectures, videos, discussion, and activities in your recitation section. Emphasis is placed on
students’ ability to understand and critically evaluate the causes, consequences, and most promising
policy responses to each challenge.

Learning Objectives
This class is less about facts and figures than it is about expanding students’ awareness of pressing global
issues and exposure to key concepts for understanding and responding to those issues. Although the breadth
of substantive material covered in a course is important, it is equally valuable to learn skills that can be applied
across a broad range of issue areas.
Upon completing this course, students should be able to demonstrate:
1. knowledge of contemporary global policy issues
2. critical thinking about the complex causes and consequences of key global issues
3. understanding of the challenges of designing and implementing policy responses at national and
international levels

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 4. an ability to construct well-reasoned arguments and express them both orally and in writing
5. an ability to critically evaluate the quality and credibility of diverse sources of information

As part of the IDEAS in Action General Education curriculum, this course fulfills requirements for either the
Global Understanding and Engagement or Ways of Knowing Focus Capacities.

Global Understanding and Engagement

Learning Outcomes
1. Classify and analyze diverse historical, social, and political exchanges that shape nations,
regions, and cultural traditions of the world.
2. Translate among contrasting civic cultures, social values, and moral commitments that
characterize differences among peoples and societies, including those beyond the North
Atlantic region.
3. Assess ways that political and economic institutions shape contemporary global relations.
4. Explain human and environmental challenges that transcend national borders.

Questions for Students

1. What forces connect and distinguish the experiences of peoples, societies, and human
organization around the world?
2. How can I understand and compare differing worldviews?
3. What connections and differences exist between particular worldviews, experiences, societies,
or power structures?
4. What ideas, approaches, and international sources allow scholars to compare societies?

Ways of Knowing
Learning Outcomes
1. Recognize and use one or more approach(es) to developing and validating knowledge of the
unfamiliar world.
2. Evaluate ways that temporal, spatial, scientific, and philosophical categories structure
knowledge.
3. Interrogate assumptions that underlie our own perceptions of the world.
4. Employ strategies to mitigate or adjust for preconceptions and biases.
5. Apply critical insights to understand patterns of experience and belief.
Questions for Students
1. What norms and expectations do I take for granted?
2. What categories and concepts frame my assumptions, experiences, and beliefs?
3. What practices of investigation or inquiry best challenge those assumptions and expectations?
4. How can I consider whether my beliefs might be wrong?

Your Instructor
Professor Patricia Sullivan, PhD
I am a professor in the Department of Public Policy and the Curriculum in Peace, War, and Defense
at UNC. I have been a professor at Carolina for 12 years. Before that, I earned my Ph.D. in political
science at the University of California, Davis in 2004 and taught at the University of Georgia from
2005 to 2011. In addition to Global Policy Issues, I teach courses on U.S. national security policy,
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peace and security studies, comparative politics, and research design. My own research focuses on
the use of military force, armed conflict outcomes, weapons transfers, and human rights. I am the
Director of the Triangle Institute for Security Studies and Associate Chair of the Public Policy
department. You can learn more about me by visiting my website at http://plsullivan.web.unc.edu/.

Required Materials

Books

Banerjee, A. V. and Esther Duflo. 2011. Poor Economics: A Radical Rethinking of the Way to Fight
Global Poverty. New York: Public Affairs.

 A digital copy is available free from the UNC library

https://catalog.lib.unc.edu/catalog/UNCb8080313
 New and used print copies are available for purchase or rent from the campus bookstore
(UNC Student Stores) and other online booksellers

Articles and other materials

Any readings not found in the required textbooks are available either as Adobe PDF files or through
links to free online versions. You can access these materials on Canvas.

The assigned readings and lectures will cover related material, and there will be some overlap, but
they are meant to be two distinct sources of course content. You will not do well on the quizzes and
exams if you do not complete the readings AND attend lectures.

Course Requirements
15% Quizzes (lowest 2 dropped)
25% Research Project
20% Midterm exam
20% Recitation
20% Final Exam (cumulative)

ATTENDANCE: You are expected to attend all class sessions in person. Much of the material that
we will cover in class will not be in the readings, and class discussions and activities will be designed
to deepen your understanding of core topics in the course. If you must miss a class (lecture or
recitation) it is your responsibility to get lecture notes, assignment instructions, etc… from a
classmate. We will not respond to emails asking about what you missed in class or recitation when
you were absent. Students who will need to miss a recitation section to observe a religious holiday at
some point during the semester should notify the TA within the first two weeks of the semester.

WEEKLY QUIZZES. Each week there will be a short open-note quiz on assigned readings and
lectures. Quizzes will be available on Sakai 5pm Wednesday through 11:55 pm (5 minutes before
midnight) Thursday. Once begun, a quiz must be submitted within 35 minutes. There are no make-
up quizzes and quizzes cannot be submitted late (regardless of the reason). However, we will drop
your two lowest quiz grades. Accommodations can be arranged for students with documentation of a
University approved absence lasting more than 10 days.

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You may use your notes or refer back to assigned reading while taking quizzes. You are prohibited
from communication or collaboration with anyone else to answer exam questions. These actions will
be considered violations of the Honor Code. We will report all suspected cases academic dishonesty
to the Honor Court.

EXAMS. To the extent possible, the midterm and final exam will emphasize deep understanding,
application, analysis, and evaluation, rather than memorization and reiteration. Test performance
will be evaluated based on how well answers demonstrate (1) understanding of course concepts, (2)
ability to synthesize and apply course concepts, and (3) ability to analyze and evaluate global policy
issues and responses. The final exam will be cumulative.

RESEARCH PROJECT. Students will have a choice between a small-group or individual project. Each
individual or group will research innovative and evidence-based policies that address a global policy
problem (e.g, malnutrition, poor water quality, human rights abuses). The project will require
research using sources beyond the course material.

Questions your paper should address include:

1. Why does this problem matter, who does it affect, and what factors contribute to the problem?
2. What policy or program has effectively addressed the problem in that country or in other
countries? Who implemented the policy or program? What evidence is there that the
policy/program is effective? How costly or difficult to implement is the policy/program? Are
there factors besides this policy/program that could have contributed to the improvement? Is
the policy/program sustainable, equitable, and cost-effective? [This section should be the
longest section of your paper and you should use at least five high quality, authoritative
sources to build your argument about the effectiveness of the problem you have identified.]
3. Why (How) do you think the program/policy works?

The complete paper assignment, grading rubric, and links to resources for conducting your research
will be available on Canvas. Students will engage in a peer-review process three weeks before the
final paper is due.

RECITATION: In addition to lecture, you are also enrolled in a recitation section led by a teaching
assistant (TA) that will meet once a week. Attending your recitation section is required and your
participation in recitation will be worth 20% of your overall course grade. Recitation is intended to
deepen your understanding of core topics and build a learning community with your peers. If you
must miss a recitation section it is your responsibility to get notes, assignment instructions, etc…
from a classmate. Your recitation grade will be based on recitation attendance; demonstrated level of
preparation for recitation; and the quality and consistency of your contribution to discussions and
activities. You are expected to do all of the week’s assigned readings before your recitation section.

How can I succeed in this class?

This is a 3 credit hour course. You should expect to spend between 7 and 10 hours (on average) each
week on some combination of the following: attending lecture and recitation, reading and taking
notes, preparing for quizzes and exams, taking the weekly quizzes, and conducting research for your
project. All of the assigned reading for a week should be completed before you meet with your
recitation section.

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Grading Scale

The following definitions of grades were adopted by the University Faculty and are the official basis
for assigning and interpreting undergraduate grades. Note that they are based on performance, not
on effort or individual improvement.

Letter
Percentage Meaning
Grade
A 94–100% Excellent: Far exceeds standard. Mastery of course content at the highest level
A- 90–93% of attainment.
B+ 87–89%
Good: Exceeds standard. Strong performance demonstrating a high level of
B 83–86%
attainment
B- 80–82%
C+ 77–79%
Fair: Meets standard. An acceptable performance demonstrating an adequate
C 73–76%
level of attainment
C- 70–72%
D+ 67–69% Poor: Falls below standard. A marginal performance demonstrating a
D 60–66% minimal passing level of attainment
F 0–59% Failing: Deficient

Course Policies
Honor Code

The Honor Code of the university is in effect at all times, and the submission of work signifies
understanding and acceptance of those requirements. As a condition of joining the Carolina
community, Carolina students pledge “not to lie, cheat, or steal” and to hold themselves, as members
of the Carolina community, to a high standard of academic and non-academic conduct while both on
and off Carolina’s campus. If you have questions about your responsibility under the honor code,
please ask the professor or consult with the office of the Dean of Students or the Instrument of
Student Judicial Governance (http://instrument.unc.edu). Never submit work unless you are fully
satisfied that you have complied with the requirements of the Honor Code.

Generative AI

You may not use generative AI (such as ChatGPT or Bard) to compose work that you submit in this
class without my explicit authorization. Doing so without my authorization constitutes academic
dishonesty and would violate the plagiarism standard of the Honor Code. Use of generative AI may
also lead to other forms of academic dishonesty, including falsification, fabrication, or
misrepresentation of data. If students have any questions about what is and isn’t permissible
regarding generative AI, it is your responsibility to check with me.

Communication

Please feel free to email the professor or your TA directly to set up an appointment to meet, in the
case of a time-sensitive issue, or if you have a concern about something that affects your performance
in the course. Be sure to include your full name and the course name in every email.
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Questions about class logistics (e.g., due dates, assignment requirements, etc…) should be posed in
the Forum on Sakai so that all students will be able to see the answer (and we will not have to answer
the same question multiple times).

Questions about course content (e.g., “what does the author mean when she says….”, or “can you
explain opportunity costs again?”) can be asked during office hours, recitation, or lecture; posted in
the appropriate Forum; or discussed in an appointment with your TA or the professor. It is often
difficult to provide a clear, comprehensive answer to this type of question in an email.

If any problems that will affect your performance in this class arise during the course of the semester,
please contact me as soon as possible. I can do more to help you if you let me know what is
happening before you miss a test or deadline.

Attendance Policy

University Policy: As stated in the University’s Class Attendance Policy, no right or privilege exists
that permits a student to be absent from any class meetings, except for these University Approved
Absences:

1. Authorized University activities

2. Disability/religious observance/pregnancy, as required by law and approved by Accessibility
Resources and Service and/or the Equal Opportunity and Compliance Office (EOC)
3. Significant health condition and/or personal/family emergency as approved by the Office of
the Dean of Students, Gender Violence Service Coordinators, and/or the Equal Opportunity
and Compliance Office (EOC).

Class Policy: Please communicate with me early about potential absences. Documentation may be
required. Be aware that you are bound by the Honor Code when making a request for an excused
absence.

Absences of more than one week, and absences that will occur repeatedly throughout the semester,
will need to be approved by the Office of the Dean of Students, Gender Violence Service
Coordinators, Equal Opportunity and Compliance Office (EOC), and/or Accessibility Resources and
Service

Grade Appeals

Quiz grades cannot be appealed. We will drop your two lowest grades and each of the remaining
quizzes is worth less than 2% of your course grade. If you believe that your midterm was graded
incorrectly you must submit a written explanation of the problem along with the midterm to the
professor. I will re-evaluate your work and you will receive the new grade whether it is higher or
lower. We are always happy to discuss with you how your work was evaluated and how you can
improve your performance in the course but TAs cannot change grades, and the professor will not
change any grade without a written request. The only exception to this policy is for simple errors in
calculation. Grade appeals will only be accepted for 10 days after the midterm has been returned to
the class.

Late Submissions

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Quizzes cannot be submitted after the deadline or after 35 minutes have elapsed, whichever comes
first. Up to two missed quizzes can be dropped as your lowest quiz grades.

The annotated bibliography, rough draft, and peer review components of the research project also
will not be accepted after the deadlines. Final papers submitted after the deadline will incur a grade
penalty of 10% immediately and 5% each additional day after the deadline. We will not accept late
assignments more than one week after the original deadline.

If you have an extended illness or personal emergency that impedes your ability to complete the final
paper or take the midterm on time, you can request an extension by emailing the professor at least 48
hours prior to the deadline. Students are bound by the Honor Code when making a request for an
extension.

Additional Tips for Success

 Take lecture and recitation notes by hand, rather than on a laptop. Multiple scientific studies
have shown that, in general, students who take notes by hand gain a deeper understanding of
course material and do better on tests than students who take notes on a laptop. In addition,
you cannot give your full attention to course material if you are also occasionally checking
social media, answering email, etc… The accessibility of these applications on a laptop is
distracting to you and those around you – even if you are not aware of it. Practice being fully
present, attentive, and engaged for the 50 minutes we have together!
 Cell phones should be turned off and put away when class begins.
 The professional norm at American colleges and universities is to address professors as
Professor or Dr. (rather than Mr. or Ms./Mrs.) in person, in emails, and in all other
communications unless they have requested you do otherwise. Be especially conscientious
about this when you are addressing faculty of color, women, faculty with disabilities, and
others who are underrepresented in higher education and may not conform to societal biases
about what a “professor” looks like.
 If any problems that will affect your performance in this class arise during the course of the
semester, contact me as soon as possible. I can do more to help you if you let me know what is
happening before you miss a test or deadline.
 Keep copies of assignments you turn in and retain graded tests and papers until you receive
your final course grade.

Final Notes

The diversity of backgrounds and perspectives that students bring to campus are a tremendous
resource, strength and benefit. My goal is for all students to be well-served by this course. It is my
intent to present materials and activities that are respectful of diversity including race, ethnicity and
national origin, gender and gender identity, sexuality, socio-economic class, age, religion, and
disability. Of course, like you, I am still learning about diverse perspectives and identities. Your
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suggestions are encouraged and appreciated.

In our discussions, we will explore some challenging issues. These conversations may not always be
easy and sometimes we will make mistakes. One of the most important things you can gain from a
college education is the ability to appreciate multiple perspectives. Real learning is often
uncomfortable!

You can expect me to be concerned for the educational experience of every student and to treat you
with respect. I expect you to show respect for every other member of this class and to help me create
a learning community that honors the rights, safety, dignity, and worth of every individual.

If you anticipate or experience any barriers to learning, participation, or an accurate assessment of

your achievement in this course, please discuss your concerns with me.