2000-01 Bulletin Entry for:

Objectives

The Heller School offers three educational programs designed explicitly to bridge the gap between theory and practice. Our Ph.D. program in social policy educates students for careers in research, teaching, social planning, administration, and policy analysis. Our Master of Business Administration (human services) and Master of Management programs prepare managers for leadership positions in a range of health and human services organizations. Our Master of Arts in Sustainable International Development imparts the knowledge and skills necessary to design and manage local, regional, national, or international development. All Heller students are committed to bettering human welfare, particularly for those who are vulnerable and who lack the capacity or resources to secure their own well-being.

How to Be Admitted to The Heller Graduate School

Requests for information about the Ph.D. in Social Policy, M.B.A. (human services) and M.M. programs should be addressed to Lisa Hamlin Sherry, Admissions Officer, Heller Graduate School, MS 035, Brandeis University, P.O. Box 549110, Waltham, MA 02454-9110. Telephone: 781-736-3820. Fax: 781-736-3881. E-mail: hellergs@brandeis.edu.

For information about the M.A. in Sustainable International Development, contact Professor Laurence R. Simon, Director, Sustainable International Development Program, MS 078, Brandeis University, P.O. Box 549110, Waltham, MA 02454-9110. Telephone: 781-736-2770, Fax: 781-736-2774, E-mail: sid@brandeis.edu.

Application deadlines are January 15 for the Ph.D. in Social Policy, February 15 for the M.B.A. (human services) and M.M. day programs, August 1 for the fall admittance to the M.M. evening program, December 1 for spring admittance, and June 1 for the M.A. in Sustainable International Development program.

Faculty

See the School's catalog for full faculty listing.

Requirements for the Degree of Master of Arts in Sustainable International Development

Students must successfully complete eight courses and a master’s project. First-year students take required courses that concentrate on poverty, community, and the environment and include Master’s Seminar (two semesters--HS 271a, 272b), Case Studies in Sustainable Development (HS 270a), Economics for Managers, and Ecology for Development Planners (HS 273b). During spring semester, students work with a primary advisor to plan a second year master’s project that can be an internship, field research, or advanced study. In the second year, students work off-campus on the master’s project under the supervision of a Brandeis-affiliated professional from a university in the candidate’s home area.

One year residence as a full-time student.

The master’s paper is required for the granting of the degree.

Requirements for the Degree of Master of Business Administration (human services).

Students must successfully complete 20 courses as approved by the Program Director: 15 required courses in management, 2 management electives, and 3 policy electives. Students may opt to concentrate in health care; child, youth, and family services; services for elders and people with disabilities; or general human services.

Students must be in residence for a minimum of 15 months: one academic year and two summers, beginning in June.

Students must complete a Team Consulting Project, including a written report and oral presentation. Working under the supervision of a faculty advisor, teams of three to seven students provide management consulting services to a community-based health or human services agency during a two-and-a-half to three-month period.

Requirements for the Degree of Master of Management

Students must successfully complete 20 courses as approved by the Program Director: 14 required courses in management, 2 management electives, and 4 policy electives. Students may opt to concentrate in health care; child, youth and family services; services for elders and people with disabilities; or general human services.

Students must be in residence for a minimum of 15 months: one academic year and two summers, beginning in June.

Students must complete a Team Consulting Project, including a written report and oral presentation. Working under the supervision of a faculty advisor, teams of three to seven students provide management consulting services to a community-based health or human services agency during a two-and-a-half to three-month period.

Requirements for the Degree of Master of Management--Evening Program

Students must successfully complete 16 courses over a three year period as approved by the Program Director: 11 required courses in management, 2 elective courses in management, 3 elective courses in policy. In contrast to the day program, evening students are credited for their ongoing work in place of some courses. Evening students are all considered general human services students and are welcome to take policy courses during the day if their schedule permits.

Students are required to complete a final project under the direction of a faculty supervisor.

Double Master's Program: Heller/Hornstein

This program prepares professional leaders who combine the highest level of management skills with broad knowledge of the contemporary Jewish world. The program is a blending of The Heller School's rigorous management curriculum with the Hornstein Program's integrated approach to Jewish communal work. Graduates of the double degree program receive two master's degrees: a Master of Arts in Jewish Communal Service from the Hornstein Program and a Master of Management from The Heller School. The Double Degree Program requires 27 months of study: two academic years and two summers. The course begins in June.

Students applying to this program are expected to have demonstrated professional and academic capability and the capacity for sustaining an intensive program of study. Applicants must submit a single application in duplicate to the Hornstein/Heller double-degree program.

Program of Study

There are 27 required courses as approved by the Program Director --15 at Heller and 12 at Hornstein, including one in Israel. In addition there are two academic years of supervised fieldwork experiences in Boston-area Jewish organizations and a Team Consulting Project, as required in The Heller School curriculum.

27 months (two academic years and two summers) in residence are required.

Candidates are expected to establish competence in Hebrew.

Requirements for the Degree of Doctor of Philosophy in Social Policy

Students entering the Ph.D. program in Social Policy must complete a total of 15 courses as approved by the Program Director over a two year period: 3 required core courses in social policy analysis, 3 required and 2 elective courses in research methods/statistics, 3 courses related to an area of policy specialization, and 4 open electives. Successful completion of a dissertation orientation seminar and participation in a dissertation seminar related to one’s area of specialization are also required.

The minimum residence for the Doctor of Philosophy degree in Social Policy is two years.

Upon completion of coursework, each student must complete an integrative comprehensive paper. This paper is usually administered at the end of the student’s fourth semester.

A dissertation proposal should be submitted soon after the comprehensive paper is completed. The dissertation committee consists of four members--at least two members from The Heller faculty and at least one member from outside of The Heller School or outside the University. To be granted the degree, the student is required to defend the dissertation in a public Final Oral Examination.

Requirements for the Joint Degree of Doctor of Philosophy in Social Policy and Sociology

Students entering the joint Ph.D. program in social policy and sociology are expected to complete a total of 18 courses as approved by the Program Director. At least nine of these courses must be offered by the Brandeis sociology department--six of these courses must be graduate seminars and the remaining three may be advanced undergraduate/graduate seminars or directed readings; at least one of these must be a sociology theory course. A minimum of nine courses must be taken within The Heller Graduate School and at least one of these courses must be on quantitative research methodology (e.g., HS 401b [Research Methods]). In addition, in their first year students are required to participate in a year-long, noncredit Proseminar which introduces the program's faculty and their research interests.

Students are assigned advisors from the sociology department and from The Heller Graduate School. Advisors in both departments work together with students to assure appropriate coherency in their program of courses. An interdepartmental meeting between advisors and students should take place at least once a year.

The minimum residence for the joint degree of Doctor of Philosophy in Social Policy and Sociology is three years.

There is no foreign language requirement for the joint Ph.D. degree.

Each student must complete a "comprehensive paper" as required in The Heller School curriculum. Students must also show competence in two areas of sociology, as certified through the Guidance-Accreditation Committee (GAC) process (the sociology department equivalent of comprehensive exams). Students elect two areas of interest and develop a contractual set of requirements with a faculty member of each area. When both GACs are completed there is a meeting (typically one to two hours) to discuss the student's interests, directions in the field, and the upcoming dissertation.

A dissertation proposal should be submitted soon after the comprehensive examination and GACs are completed. The dissertation committee should consist of five members--two faculty members each from the sociology department and the Heller School and one outside member. The joint Ph.D. dissertation may be accepted by the sociology department and the Heller School upon the recommendation of the dissertation committee. To be granted the degree, the student is required to defend the dissertation in a public Final Oral Examination.

Requirements for the Joint Degree of Doctor of Philosophy in Politics and Social Policy

The student must complete three years in residence and complete a minimum of at least 18 courses as approved by the Program Director. At least nine of these courses must be offered in the Politics department. Four of the nine politics courses must be the core courses: American Political Development, Liberalism and Its Critics, Comparative Political Institutions and Public Policy, and The U.S. and World Politics. (The core course requirement of International Relations may be fulfilled with an appropriate substitute.) A minimum of nine courses must be taken in The Heller Graduate School.

Students must complete at least one statistics course (generally covered by HS 401b Research Methods).

For certain specializations, proficiency (as determined by examination) in a foreign language may be required. Language courses taken in preparation for the examination will not be counted for course credit toward the Ph.D. degree.

Students must fulfill comprehensive exam requirements in both the politics department and The Heller Graduate School. Students must complete a "comprehensive paper" as required by The Heller School curriculum. For the politics department, students must complete a formal oral and written examination for candidacy for the Ph.D. covering the core courses and all elective politics courses. This examination is normally administered at the beginning of the student's fifth semester.

The student's dissertation committee will consist of five people: two faculty members each from the politics department and the Heller School and another faculty member from outside The department or outside the University. The student must successfully defend the dissertation at a Final Oral Examination conducted by his or her dissertation committee.

Special Notes Relating to the Doctoral Program

Students enrolled in the Ph.D. program in Social Policy may elect to pursue a joint master's degree in women's studies and social policy (in lieu of a master's degree in social policy), with their advisor's permission as well as the agreement of the Women's Studies Program. This degree option replaces a master's degree in social policy in the student's program and must be entered prior to the award of a master's degree in social policy.

Courses of Instruction

(100-199) For Both Undergraduate and Graduate Students

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This course will examine and critically analyze the United States health care system, emphasizing the major trends and issues that have led to the current sense of "crisis." In addition to providing a historical perspective, this course will establish a context for analyzing the current, varied approaches to health care reform. Usually offered every year.

Messrs. Altman and Thier

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Examines why the gap between richer and poorer citizens appears to be widening in the United States and elsewhere, what could be done to reverse these trends, and how the widening disparities affect major issues of public policy. Usually offered every year.

Mr. Reich

(200 and above) Primarily for Graduate Students

Instructs students primarily on the use of spreadsheet programs (Excel) as well as presentation software (PowerPoint) in a PC environment (Windows NT). Teaches basic concepts and skills while utilizing the software in a task-driven approach to prepare for classroom and future workplace applications.

Mr. Fournier

Mr. Fournier

Introduces the modern theory of corporate finance and the institutional background on financial instruments and markets. Considers many alternative forms of financing and ways to analyze them, as well as the financing tools appropriate for both for-profit and nonprofit organizations.

Mr. Friedman

Introduces students to the rationale, content, and process of team consulting.

Mr. Breakstone

Welfare and education reform are two areas of social policy having dramatic effects on children and families throughout the United States. This course is organized around a set of management questions inherent in implementing these policies including: What have we learned about defining standards, progress indicators, and outcomes for human service and education programs/systems? How do we design and implement inter-agency partnerships and system-level case management systems? How do policies and practices at the national, state, and local level reflect or incorporate human development theory? How do you gather, analyze, interpret, and use data for policy influence and advocacy purposes?

Ms. Curnan

Provides a concrete overview of the implementation of abstract theory and policy in contemporary health markets. Structured as two six-and-a-half-week modules. In the first module, students retrieve, study, and critique samples from the health sciences literature. Focuses on the objectives, methods, application, and limitations of research studies in health care management and policy. The second module addresses current management and policy issues in health care (e.g., market consolidation, quality measurement, and performance standards).

Messrs. McCarty and Tompkins

Covers financial management and control issues encountered by today's human services professionals, including understanding and analyzing financial statements, budgeting and forecasting, managing growth, applying discounted cash flow and risk analysis techniques, and funding development.

Mr. McLaughlin

Introduces financial accounting terminology and concepts. Focuses on preparing and interpreting basic financial reports--such as annual reports--of health and human services organizations from the perspective of managers and outside parties who work with or finance these organizations. Also emphasizes management of revenues, expenses, and cash flow.

Ms. Anderson

Provides conceptual and technical skills needed to manage special financial and strategic control problems facing health and human services managers. Topics include budgeting, cost accounting, pricing, programming, and evaluation reporting.

Mr. Keith

Teaches students to articulate organizational goals, identify opportunities, and find optimal management strategies for for-profit, not-for-profit, and public agencies, consistent with ethical, environmental, and political constraints.

Ms. Babcock

Integrates the behavioral sciences of psychology, sociology, anthropology, and political science. Develops an ability to diagnose organizational problems by identifying important behavioral and contextual variables. Sharpens interpersonal skills for enhancing team and group situations, and leadership skills for taking action after information has been acquired and processed. Usually offered every year.

Mr. Chilingerian

Provides an overview of the problems and opportunities in managing people. Covers topics such as selecting, retaining, and motivating employees and managing issues such as performance appraisal, compensation, benefits, job classification, and Equal Employment Opportunity (EEO) regulations.

Ms. VanLeuvan

Examines the importance of the role of information in organizations. Focus is on basic M.I.S. concepts, the use of computers to improve the performance of organizations, systems development processes, and a range of critical applications and issues.

Mr. Fournier

Covers a broad array of operations decisions made in service organizations, dealing with the acquisition of the necessary resources, and the choice of technology and methods of designing and delivering services. Focuses on managerial decisions that convert broad policy directives into specific actions.

Ms. Babcock or Mr. VanLeuvan

HS 260a Writing, Speaking, and Rhetoric for Social Policy and Management

Examines communications theory and concepts, analyzes specific communications functions of managers, and focuses on developing and enhancing key communications skills.

Mr. Breakstone

Develops an understanding of nature, advantages, and limitations of negotiation as a conflict resolution tool and provides a normative and practical framework for pursuing negotiation strategies as a method of resolving disputes. Students are placed in simulated negotiations followed by instructor and peer feedback.

Messrs. Prottas and Shactman

Provides students with knowledge of basic statistical concepts and methods used by managers. Enables participants to prepare, review, and critically analyze numerical descriptions of the various activities and responsibilities associated with health and human services management. Students utilize SPSS for Windows for applications of course material.

Mr. Fournier or Mr. VanLeuvan

Provides students with the background needed to use statistics for descriptive and analytical purposes. Develops a solid framework for understanding the myriad uses of data in management. The basic concepts and statistical methods used by managers are studied, especially as they relate to the various activities and responsibilities associated with health and human services management.

Mr. VanLeuvan

An overview of marketing with a focus on how to formulate marketing strategies and identify and evaluate strategic-based tactics in order to achieve organizational marketing goals. Topics include market research and analysis; consumer behavior; social marketing; the marketing mix--product, price, distribution, promotion, and marketing communications.

Ms. Chunn or Ms. Fuchs

Introduces economic approaches to managerial and policy decision-making. Covers supply and demand, market structures, pricing, and market failure, as well as useful tools such as optimization and game theory. Concepts are reinforced with case analyses and examples from the health and human services sectors; some calculus required.

Mr. Hodgkin

Integrates all aspects of the M.B.A. (human services) curriculum. Aspects of management covered in this course span strategy and operations. Topics covered include leadership, organizational design, corporate responsibility, human resource management, management of technology, ethical and legal issues in management, quality and risk management, and management of diversity in the workplace. The course uses a comprehensive case study approach, combined with theoretical readings.

Ms. Bhalotra

Teams of three or four M.B.A., M.M., and Heller/Hornstein students provide management consulting services to nonprofit community-based health and human services agencies.

Mr. Breakstone

Serves as a foundation for the "Work, Inequality, and Social Change" specialization, but is open to all Heller students. Develops theoretical perspectives on social policy, social values, and social change, and a framework for analyzing and developing social policies. Usually offered every year.

Mr. Gil

HS 301a Oppression: Sources, Dynamics, Effects, Manifestations

Explores oppression in contemporary and past human societies, from local to global levels. An advanced seminar in the "Work, Inequality, and Social Change" specialization, but is open to all Heller students. Assumes that all types of oppression throughout social evolution have common origins, functions, and dynamics. Examines these common aspects, as well as specific manifestations, such as racism, sexism, class-discrimination, colonialism, etc. Explores also short-range and long-range social change strategies to resist and overcome oppression. Usually offered in even years.

Mr. Gil

Introduces students to the discipline of ethical analysis and its application to human services management practices using a case study approach. Students will have an opportunity to examine different methods of value clarification, sources of ethical conflict, and the structure of ethical arguments.

Mr. Sciegaj

Examines the development of social welfare over time by reviewing policy arguments within a historical context, and uses an analytic framework centered on eligibility, benefits, administration, financing, and behavioral incentives for assessing perennial issues in social welfare and to analyze contemporary challenges.

Mr. Callahan

Prepares students for management positions in organizations serving older people and/or people with physical disabilities, mental illness, and developmental disabilities-mental retardation. Emphasizes examining issues across these different populations. Provides opportunities for students to focus on one population of interest through assignments, special projects, and guest speakers.

Mr. Sciegaj

Provides students with a general introduction to the interface of law, media, and management. Students gain a practical understanding of how the law and media influence the policy formation process and effective strategies for interacting with legal institutions and media representatives.

Mr. McDonugh, Ms. Powell-Willingham and Mr. Sciegaj

Explores the meaning, sources, and dynamics of social-structural and interpersonal violence, and relations among these destructive phenomena. Traces the social, psychological, economic, political, and cultural dimensions of violence and counter-violence in everyday life, with special emphasis on links between the organization and quality of work in society and levels of violence. It also explores approaches toward reducing and eventually eliminating violence in human relations from local to global levels. Usually offered every fourth year. Last offered in the spring of 1997.

Mr. Gil

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Explores changes in the definition, organization, and design of work and the exchange of work products throughout the evolution of human societies. Examines work as a universal, existential process, whose structure and dynamics were shaped and reshaped by individuals and societies throughout history as they interacted with one another and with natural environments. Explores essential attributes of modes of work conducive to optimal human development and liberation. Usually offered in even years.

Mr. Gil

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Examines how race and gender are factors in public policies and social programs in the United States. Selected historical and theoretical perspectives are explored and attention is given to how these perspectives shape policies. Aims to increase understanding of the intersection of race and gender and historical and contemporary differences and similarities between racial subordination and subordination based on gender. Usually offered every year.

Ms. Williams

Introduces techniques of economic analysis, mainly from microeconomics. These tools are applied to problems of management social policy. Uses case studies and frequent exercises to develop application and quantitative skills.

Mr. Friedman

Examines key concepts, theories, and values in the social sciences from the perspectives of various disciplines (primarily economics, sociology, and political science). Makes a special effort to (a) relate and contrast the theories, concepts, and views of one discipline with those of others; (b) explore how different disciplines assist in understanding poverty; and (c) examine the underlying social values and ethical principles that influence policy decisions.

Mr. Sirianni

Applies economic analysis to problems of importance to social policy. The particular applications may vary from year to year, but may include such topics as unemployment, inflation, and wages; income distribution; and markets for human services.

Mr. Friedman

Provides a basic orientation to social science research methods and helps students develop understanding of theoretical and practical issues that guide the development, conduct, and interpretation of applied and policy-orientated research. The perspective is multidisciplinary and emphasizes investigations of substantive health and social welfare problems. Designed to prepare Ph.D. students to be able to interpret empirical research and to design their own studies.

Mr. Saxe

Acquaints students with the theory and practice of qualitative research. Provides basic experience in pure observation, participant observation, keeping memos and field notes, in-depth interviewing, interpretation, and presentation of findings. Readings and discussion focus on philosophical, historical, theoretical, and foundations of qualitative methods and their practical relevance for social policy. Students will also grapple with issues related to reliability and validity, as well as political and ethical dimensions of qualitative research.

Ms. Francis and Ms. Williams

This is an applied course in multiple regression analysis. Emphasis is placed on the assumptions underlying the regression model, how to test for violations, and corrections that can be made when violations are found.

Mr. Fournier

Prerequisite: HS 404b. Limited to second year students in the Heller Ph.D. program.

Focuses on applications of regression analysis and extensions to areas where the standard assumptions do not hold. Introduces applications of logit, probit, tobit, corrections for sample selection bias, duration analysis, simultaneous equations, and analysis of longitudinal data. Each student will design and carry out a research project.

Mr. Friedman

Students are introduced to multivariate methods. Assignments include the completion and report of a multivariate analysis using computer techniques. Normally the project is allied with the student's potential dissertation topic.

Mr. Jones

Focuses on processes and techniques of survey research methods. Special attention is devoted to different modes of questionnaire design, development, and administration. Implementation issues consider interviewing strategies and other data collection procedures, field supervision, code book development, and documentation data management. Data analysis issues included scale and index construction, reliability and validity assessments, and general analysis strategies.

Ms. Krauss

Designed to provide students with a series of formal exercises simulating the major steps in the dissertation process. Students gain competency in manipulating data from a large, complex data set; summarizing the methodology of and findings from previous studies; synthesizing and communicating the results of data analysis; and placing study objectives and results in the context of prior research.

Mr. Jones and Ms. Levine

Provides an overview of the use and abuse of alcohol, tobacco, and other drugs. Examines the consequences of abuse from a societal perspective and reviews types of policy approaches to dealing with the problems associated with substance abuse. Specific topics range from an overview of biological and clinical aspects, theories of addictive behavior, epidemiology, medical and economic consequences, prevention and education, and policy approaches including taxation and regulation.

Staff

Introduces students to methods of analysis for time series data. Topics include univariate and multivariate ARMA models and spectral analysis. Students will complete a project using time series data.

Mr. Jones

Provides doctoral students with frameworks of use for the study of the implementation of public policies. Considers the implementation process in the United States from a board perspective, ranging from the context of legislation and the role of courts to how the role of street-level bureaucrats can be studied. Political science, organizational theory, and sociological perspectives are used to develop frameworks for understanding the process through which public policy is realized and how it impacts institutions and individuals.

Mr. Prottas

Provides students with a deeper understanding of the structure of the economy and of why earnings, wealth, and opportunity are diverging in the United States and other advanced nations. Intended to provide insights into the consequences of this divergence, and possible means of reversing it. Classes begin with a particular case-study, but expand to include background readings.

Mr. Reich

Prepares students to deal with health policy making in a politicized environment. Students entering management positions in either private or public sector organizations must deal with public sector legislation, statutes, regulations, procedures, and oversight. Helps students to understand the nature and realities of politics and provides perspective and understanding of the policy making process. Case studies involve examples from recent controversies in Massachusetts health policy making.

Mr. McDonough

For students who have learned how to manage in a turbulent health or human services policy environment, and wish to know whether the public policies they are helping to implement are working. Reviews methods, tools, and strategies to help managers assess measurable impacts of implementation of policies and programs. Teaches students how to assess policies and to evaluate programs--what evaluation is, how to do it, and most importantly, how to critically review studies done by others.

Mr. Hahn

Managing human service systems and programs to benefit children, youth, and families in America today means managing people in a time of fiscal constraint; dramatic social, economic, and political change; and on the other hand, in a time of great organizational and civic innovation. Builds on the analytic tools students have begun to hone in the master's program and helps them learn how to apply these tools to effectively implement policies and programs in the not-for-profit sectors.

Ms. Curnan

An overview of the U.S. health care system is followed by a critical analysis of the major issues and trends in the health care field. Examines the role of private and public financing programs with particular attention to developing a rationale for understanding the relationship among the federal government, state governments, and private health care providers. Also explores the reasons behind rising health care costs and efforts to alter payments to providers; the changing delivery system with particular emphasis on the evolution of managed care; governmental regulatory efforts; and the efficiency and effectiveness of introducing more competition in the health field versus strengthening a regulatory system.

Messrs. Altman and Wallack

Explores how race/ethnicity and gender are factors in health care policies and programs in the United States. Evidence for race/ethnicity and gender differences in health care needs, utilization, and outcomes are presented for differing age groups. The importance of these differences is discussed in terms of alternate concepts of justice for health care. A broad range of theoretical perspectives on the causes of race/ethnicity and gender effects on health care are reviewed. Implications of inequitable access by race/ethnicity and gender for heath care practice, organizational management, and policies are examined.

Mr. Capitman

Examines the role of the states in the health care system. Surveys state activities in health, with an emphasis on state responsibilities for managing health programs and institutions. Major state health programs, such as Medicaid, are examined in depth, as well as state efforts to reform their health care systems. Implementation issues in state health policy are also emphasized, since the states have major operational responsibility for health programs and institutions.

Ms. Bhalotra and Mr. McDonough

Introduces students to the concepts, theories, and practical problems of managing health care organizations. Case material is drawn from hospitals, HMOs, group practices, public health agencies, and for-profit companies. Students gain a better understanding of the range of strategic and operations problems faced by managers and the tools available to help solve them.

Mr. Chilingerian

Economic models of demand, production, and markets for goods and services can be used to analyze the key resource allocation questions in health care. Applies economic models to questions of demand concerning the utilization and distribution of health care and to questions of supply, encompassing issues of cost, efficiency, and accessibility of care. The incentives and behavior of consumers and producers of health care are considered using these models.

Ms. Bishop

Examines current payment practices to health care providers, the problems with current methods and possible modifications. As reimbursement principles vary widely by provider type, focuses only upon hospital care, physician services, and prepaid plans. Managed care organizations are covered in more depth, including the relative contributions of organizational structures, rules, and incentives.

Mr. Wallack

Focuses on refining the analytical skills useful to students for understanding the political organization factors influencing health care and health care policy. The readings and issues discussed are not a survey of current issues in health politics. Most readings were selected because they represent an innovative, interesting, or challenging piece of analysis. The goal of each class shall be to identify the core arguments of the work, the conceptual categories and assumptions on which it is based, the data presented in its support and finally, to critique these.

Mr. Prottas

Provides students with experience in applying social policy analysis to issues related to the economic status of the elderly. Discusses the economic impact of demographic aging, measures of economic status, work and retirement policies, social security, employer-sponsored pensions, means tested programs for the elderly, and potential "intergenerational conflict."

Staff

One of the most important health policy issues facing the nation this decade is how to finance and provide long-term care for persons with chronic illness and disabilities. We survey current information on the size and characteristics of the population at risk, the nature of service delivery systems, and methods of financing and managing existing services. Primary focus will be on the aged, but other populations with disabilities will be considered. The performance of the current system will be evaluated against several policy objectives and major unresolved issues will be identified. The underlying issues of values and ethics will be raised throughout the course.

Mr. Leutz

Provides students with a base of knowledge about the policy arena and the politics of aging, and an opportunity to explore selected policy issues in some depth. Focuses on a few areas that provide fertile ground for policy development and/or analysis and has three components: (1) lectures covering background information; (2) discussions critically evaluating readings; and (3) student presentations. Projects and papers provide students opportunities to examine issues surrounding the design and implementation of particular policies, develop curriculum for particular topics, or undertake critiques of policies already in place.

Ms. Mutschler

Explores issues of gender equality that arise in different contexts, including in the state's treatment of its citizens; in the workplace; and within the family. Central to the course is the study of women's lives including civil rights, sexual coercion, and exploitation of women. Examines three areas of study: history of women's rights and constitutional protections, laws aimed at securing women's economic equality, and problems of violence against women and the laws responses.

Ms. Hill

Explores how race has been defined by law and used to uphold or undermine the principles espoused in the constitution and other sources of law in the United States. Issues discussed range from treatment of American Indians at the nation's birth to the modern concept of affirmative action. Examines the significance of race in our society and explores the potential for connection between the findings of the President's Council and existing or potential law and policy.

Ms. Hill

Surveys the various specializations in The Heller Graduate School by examining alternative accounts of inequality and exclusion with respect to population characteristics such as: age, gender, race/ethnicity, and disability. A range of demographic and social science concepts and methods are used to explore the changing definition, life chances, social and health program experiences, and political participation of groups defined by these demographic characteristics.

Mr. Capitman and Ms. Giele

Examines the process of organizing and empowering communities, and how these are linked to public policy in the United States. A broad range of approaches will be examined, with cases drawn from diverse arenas: urban community organizing and community development, health and human services, civic environmentalism, and public journalism. The process of civic innovation will be placed in the context of debates on social capital and civil society, as well as those on the limits of the welfare state and the public lobby regulatory regime.

Mr. Sirianni

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