Suchergebnisse

ABSTRACTContemporary political discourse often presents controversial policy topics (e.g., public lands, climate change, and immigration) in a bimodal manner—either for or against. As a result, can our classrooms provide a space for students to learn how to construct solutions that broker various perspectives? For students to reconcile policy differences, I designed a series of debate panels across a semester. The focus of this article is to describe the details of the debate panels so they can be replicated in educational settings. Moreover, the debate panels embody active or experiential learning for students to become informed participants of US public-policy making.

ABSTRACTTo date, more than 650 university presidents across the United States have become signatories of the American College and University Presidents' Climate Commitment (ACUPCC). A central goal of being a signatory is for a campus to achieve carbon neutrality. This article suggests that bringing the practice of experiential learning to the college classroom is a mechanism to help students understand and become involved in campus carbon-neutrality efforts. More specifically, it discusses the practical realities of using an undergraduate environmental-policy course to create policy proposals for our campus's 2020 carbon-neutrality goal. The findings support a growing body of literature that demonstrates the value of experiential learning by enabling students to move from theory to practice.

This research examines the role of the Office of Management and Budget's (OMB) Office of Information and Regulatory Affairs' (OIRA) involvement in federal rulemaking. More specifically, this paper presents interview data from agency rule-writers across three public land agencies, the Bureau of Land Management (BLM), National Park Service (NPS), and the United States Fish and Wildlife Service (USFWS), along with OIRA staff to better understand OIRA's role in rulemaking processes. Through semi-structured interviews, this paper provides evidence to support that negative perceptions and relationships between OIRA and public land agencies only lengthens and strains rule development. The results suggest important lessons from agency personnel and OIRA staff about how future rulemakings can be strengthened by working on regulatory relationships through new forms of uniformity and consistency.

"This cutting-edge new casebook challenges the dominant White-centric narrative of public administration, offering a fresh array of perspectives, with the lofty aim of ending the marginalization of communities in public policy implementation. Contributors adopt a liberatory framework to examine street-level public administrators (e.g. teachers, security officers, policy analysts, human resource experts) most responsible for implementing public policy in the United States, including and amplifying previously unrecognized narratives on the front-lines of public administration. Case studies explore real-life public servants not traditionally heard from, offering counter narratives. Each chapter concludes with an empowerment exercise or assignment for faculty to adopt in their classroom. This edited volume, a first of its kind, is written by experts in public policy and administration, bringing together top and emerging scholars in one volume to amplify underrepresented voices in public administration and policy. Chapters are rooted in qualitative approaches and center the narratives of marginalized communities, including women, People of Color, and LGBTQIA+ public servants. Street-Level Public Servants offers a much-needed casebook for public administration and public policy courses in the twenty-first century"--

Setting the stage: environmental rulemaking & regulation defined / by Sara R. Rinfret -- Creating an environmental rule: is it really off the record? / by Sara R. Rinfret and Jeffrey J. Cook -- Notice and comment: what does the public think? / by Jeffrey J. Cook -- Is the rule final yet? Executive orders, litigation, and rule finalization / by Deserai Crow, Lydia Lawhon, and Sara K. Guenther -- What happens next? Insights from environmental inspectors / by Michelle C. Pautz -- Lessons from the states: oil and gas regulation in Colorado / by Robert J. Duffy -- Interacting authorities: how southeastern states and the EPA regulate coal ash disposal / by Charles Davis -- Our environmental policy tomorrow / by Sara R. Rinfret.

AbstractAs state capitals and city halls influence our daily lives, how can students become active participants in the affairs of their communities (Saffell and Basehart 2009)? For students to explore this question and local policy making in general, I developed a city council simulation for a state and local government course. This article describes the details of this city council simulation so that it can be easily replicated. Moreover, the goal is for students to move beyond classroom lectures and become more informed participants of local policy making.

AbstractThe purpose of this article was to question whether interest group actions during the pre‐proposal stage of U.S. federal rulemaking influences the language proposed in natural resource agency rules. The influence of interest groups during this stage was examined across three case studies: (1) the United States Fish and Wildlife Service (USFWS) critical habitat designation for Nebraska's Salt Creek tiger beetle, (2) the USFWS critical habitat designation for the Utah/Arizona Shivwits and Holmgren milk vetch, and (3) the USFWS delisting of the Northern Rocky Mountain gray wolf population from the endangered species list. To analyze these three cases, a frame analysis approach is used and offers evidence to support the proposition that the instructive, expertise, and fiscal feasibility frames that stakeholders used during the pre‐proposal stage can shape the language of a Notice of Proposed Rulemaking. These cases suggest the rich potential for careful study of the earliest stages in the regulatory and administrative rulemaking process in the United States and beyond.