“There is no education like adversity.”

~Benjamin Disraeli

PAF 101Module 3, Lecture 7

Class Agenda

•Announcements•Competition Debriefing

• Tuesday, October 23

• Doors open at 7:00

• Grant Auditorium

Why be a TA?• Get 3 PAF credits• Add a killer leadership position to your

résumé• Spend more quality time w/ Coplin • Develop skillz• Have funMust have 3.0 GPA & at least A- in PAF 101APPLICATION DUE 10/24, 8PM to taforcoplin@gmail.comInterviews are October 26th, October 29th, and October 31st

Competition Points

Winners

LosersAs of 10/19/18

Groups Points

17 26 15 251 246 2413 243 2212 2116 2111 205 197 1918 198 1814 1810 174 1619 169 1520 142 12

REMINDER

•EVERY TIME you list the name of a city OR county, the state MUST be included.

Competition Winners•Group 11 is the winner for the Module 3 competition and received 5 points!!!!

•All other groups received 3 points

Module 3 Debriefing

Topic: Syracuse University

undergraduates have too much debt when

they graduate.

Exercise 5.1 A

• Briefly state your societal problem and the local area of the country it applies to (i.e. town, city, county, school district). • State your societal problem and the local area of the United States it applies to here: Debt in Syracuse

Exercise 5.1 A

Problem 1:The problem is too vague. Should say “too much” or “too little” etc.

Problem 2:The geographic area is not specific enough.

Should say: Syracuse University undergraduates in Syracuse, NY have too much debt when they graduate.

•Briefly state your societal problem and the local area of the country it applies to (i.e. town, city, county, school district). •State your societal problem and the local area of the United States it applies to here: Debt in Syracuse

Exercise 5.1 B• Clearly describe the two most important negative effects of the societal problem in no more than two sentences for each effect.• Describe the first negative effect here: Students are graduating with too much debt.

• Describe the second negative effect here: Tuition costs are getting higher.

Exercise 5.1 B• Clearly describe the two most important negative effects of the societal problem in no more than two sentences for each effect. • Describe the first negative effect here: Students are

graduating with too much debt.

• Describe the second negative effect here: Tuition costs are getting higher.

Problem 1: This is not an effect. This is just restating the problem with less description. Should be: Graduates are unable to buy a home upon graduation.

Problem 2: This is the CAUSE of the problem, not the EFFECT. Should be: Graduates may be forced to take a lower paying job.

Exercise 5.3 A (Graph)

Place your trend line graph here: Academic Year 2016-2017 2017-2018 2018-2019e

Students in Debt 60% 64% 70%*numbers are inaccurate, and for the sole purpose of this competition workshop

30%

40%

50%

60%

70%

80%

90%

100%

2016-2017 2017-2018 2018-2019e

Exercise 5.3 A (Graph)

Problems: 1. No chart title (Don’t forget to include year in title) 2. No axis titles3. No source provided 4. No data labels5. Gridlines should not be included6. Font should be in black Times New Roman 12pt7. Y-axis should start at 08. Need tick marks on axes

*Your graph should not be red

Source: Syracuse University Bursar Office

60% 64%70%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2016-2017 2017-2018 2018-2019e

Perc

enta

ge o

f Stu

dent

s Gra

duat

ing

in D

ebt

Academic Year

Percentage of Students Graduating with Debt at Syracuse University in Syracuse, New York (2016-2019)

Exercise 5.3 A (Evidence)

• Write up to four sentences providing evidence of your societal problem and support this evidence by including a trend line graph. Compare your trend line for the local area to a state or the national level in at least one of your sentences. Label the graph using the example on page 68, figure 5.1 of the textbook. Use the following data to construct your graph; only 3 data points are necessary. For the Competition Workshop only, you may use hypothetical data.

The average amount of student debt has more than doubled from 2014 to 2017 at Syracuse University in Syracuse, New York.

Academic Year 2016-2017 2017-2018 2018-2019e

Students in Debt 60% 64% 70%

Exercise 5.3 A (Evidence)

• Write up to four sentences providing evidence of your societal problem and support this evidence by including a trend line graph. Compare your trend line for the local area to a state or the national level in at least one of your sentences. Label the graph using the example on page 68, figure 5.1 of the textbook. Use the following data to construct your graph; only 3 data points are necessary. For the Competition Workshop only, you may use hypothetical data.

The average amount of student debt has more than doubled from 2014 to 2017 at Syracuse University in Syracuse, New York.

Should be: The percentage of Syracuse University graduates in debt increased by 4%, between the 2016-2017 and 2017-2018 academic years, and is higher than the national average of a 1% increase in the percentage of students in debt.

Year 2016-2017 2017-2018 2018-2019eStudents in Debt 60% 64% 70%

Problem 1: No specific data point discussed.

Problem 2: No indication of any percentage increase between specific years.

Problem 3: No comparison to a national or state level

Disclaimer: Numbers used are not accurate. DO NOT USE IN YOUR MODULE

Problem 4: Years are inconsistent with the data given

Exercise 5.3 B (Quote)

• Write up to four sentences providing evidence based on a full or partial quote from a player (staff of a player) or expert you interviewed here (include the direct quote that supports the evidence). For this competition, your TA will be your expert. “Students use their credit card a lot at school.”(personal communication, 2014) Lots of students do not have a job to pay their credit cards, and then their debt gets too high.

Exercise 5.3 B (Quote)

Problem 1:Incorrect internal citation. Missing player’s name.

Problem 2:Quote is a CAUSE not EVIDENCE

• Write up to four sentences providing evidence based on a full or partial quote from a player (staff of a player) or expert you interviewed here (include the direct quote that supports the evidence). For this competition, your TA will be your expert.

“Students use their credit card a lot at school” (J. Smith, personal communication, March 8, 2018). Lots of students do not have a job to pay their credit cards, and then their debt gets too high.

Exercise 5.4• Describe the two most significant factors that contribute to the

existence of the societal problem identified in Exercise 5.1. The causes should not overlap or be redundant. One cause must be based on a quote from your expert (your TA).

• Write and briefly describe the first factor here: Students have to live in their parents’ basements after graduation.

• Write and briefly describe the second factor here: “SU students are spending their money at the new Chick-fil-a” (A. Dabbundo, March 8, 2017).

• Describe the two most significant factors that contribute to the existence of the societal problem identified in Exercise 5.1. The causes should not overlap or be redundant. One cause must be based on a quote from your expert (your TA).

• Write and briefly describe the first factor here: Students have to live in their parents’ basements after graduation.

• Write and briefly describe the second factor here: “SU students are spending their money at the new Chick-fil-a” (A. Dabbundo, March 8, 2017).

Exercise 5.4

Problem 1: This is an effect, not a cause.

Problem 2: This is not a significant cause of the problem

Problem 3: Incorrect internal citation. Missing “personal communication”.

Exercise 6.3AClearly state your proposed policy to reduce the problem you identified in Exercise 5.1. This policy must be for SU. Use the guidelines provided on pages 79-80 of the textbook. Include the specific policy tool you will use, selecting one of the options provided on the following page.

• Briefly state your proposed policy here and the policy tool used here: Syracuse University should give students more scholarships.

• State whether the policy originates at the federal, state (which state) or local level (specify geographical location) here: It originates at the local level. Syracuse University in Syracuse, NY

• Quote one of the five suggestions you found most useful from page 78-79 in the textbook here: Old policy

Exercise 6.3AClearly state your proposed policy to reduce the problem you identified in Exercise 5.1. This policy must be for SU. Use the guidelines provided on pages 79-80 of the textbook. Include the specific policy tool you will use, selecting one of the options provided on the following page.

• Briefly state your proposed policy here and the policy tool used here: Syracuse University should give students more scholarships.

Should be: Syracuse University will use direct government action to give entering students with a family income of under $100,000 a full tuition scholarship.• State whether the policy originates at the federal, state (which state) or local level

(specify geographical location) here: It originates at the local level. Syracuse University in Syracuse, NY

• Quote one of the five suggestions you found most useful from pages 78-79 in the textbook here: Old policy

Should be: The most useful suggestion talked about “Review existing public policies,” (Coplin, 2017, p. 78) and improving an existing public policy. This gave me the idea to research successful policies in other states.

Bullet 1: Unclear and unspecific description. Missing policy tool.

Bullet 2: Correct

Bullet 3: Should be quotes from textbook and elaborate why the suggestion was useful.

Exercise 6.3B

Discuss one alternative to the policy you proposed under A:• Briefly state your alternative policy and identify the policy tool here: No Interest Loans

• State whether the policy tool originates at the federal, state (which state) or local level (specify geographical location) here: It originates at the local level.

• Quote one of the five suggestions you found most useful from pages 78-79 in the textbook here, and explain how this quote relates to your alternative policy: “Ask players and experts what they think would be effective policies” (Coplin, 2017, p. 79). This helped me reject the loan because my experts said loans would raise the debt of students anyway. Even though loans are low interest, they still create debt.

Exercise 6.3B

Discuss one alternative to the policy you proposed under A:• Briefly state your alternative policy and identify the policy tool here: No Interest Loans

Should be: Syracuse University will provide no interest loans to all students using the policy tool loans.

• State whether the policy tool originates at the federal, state (which state) or local level (specify geographical location) here: It originates at the local level.

• Quote one of the five suggestions you found most useful from pages 78-80 in the textbook here, and explain how this quote relates to your alternative policy: “Ask players and experts what they think would be effective policies” (Coplin, 2017, p. 79). This helped me reject the loan because my experts said loans would raise the debt of students anyway. Even though loans are low interest, they still create debt.

Bullet 1: Missing who will provide and receive the loans and the policy tool.

Bullet 2: Missing specific geographic location. Syracuse University in Syracuse, NY.

Bullet 3: Correct

Exercise 6.3 C

Write a brief paragraph defending why you chose your policy over the alternative.

• Indicate why you rejected the alternative policy tool by discussing the relative effectiveness and feasibility of the policy you chose and the alternative policy tool you rejected here:The policy we chose would be more effective than the alternative because it is an extension of SU’s scholarship policy which awards students scholarship money during their first year based on their need. This policy is completely feasible, and no one in the university will object to it.

Exercise 6.3 C

Write a brief paragraph defending why you chose your policy over the alternative.

• Indicate why you rejected the alternative policy tool by discussing the relative effectiveness and feasibility of the policy you chose and the alternative policy tool you rejected here:The policy we chose would be more effective than the alternative because it is an extension of SU’s scholarship policy which awards students scholarship money during their first year based on their need. This policy is completely feasible, and no one in the university will object to it.Problem 1:

Explanation for feasibility is hopelessly naïve– for every proposed policy, there will be players who object.

Problem 2:Only gives justification for proposed policy, but does not say why the alternative policy would be rejected.

Problem 3:No mention of the policy tool(s)

Helpful hints!

•Quotes from players/experts/stakeholders require internal personal communication citations, but not a reference on the reference page.

•Label and title your graph, specify when data points are real or estimated. (Ex. 2008e)

•Don’t confuse evidence, cause, and effect!

• In 6.3, remember to include policy tools.

For Next Class…

•Module 3 due Monday 10/22•Do not email your TA less than 24 hours before the module is due

•TA application due Wednesday 10/24