Cover Sheet for FAHSS Undergraduate Course Outlines revised: November 9, 2015
(The first 5 pages are required to appear as the front pages of all FAHSS Course Syllabi. A full course syllabus may be attached following these pages or distributed as a separate document.)

|Course Number/Course Title: |45-412 Canadian Federalism & 45-513 Federalism in Canada |
|Department/AAU: |Political Science |
|Semester: |Winter 2016 |

|Course Instructor: |Dr. Cheryl Collier |
|Classroom & Time: |Chrysler Hall North 1137 Fridays 10:00am-12:50pm |
|Contact Information: |519-253-3000 ext. 2351 |
|Phone & Email address: |ccollier@uwindsor.ca |
|Office Location: |1141 Chrysler Hall North |
|Office Hours: |Tuesdays 10am-12pm; Wednesdays 1pm-3pm; or by appointment |

|Teaching/Graduate Assistant(s): |Not applicable | | |
|Phone & Email: | | | |
|Office Location: | | | |
|Office Hours: | | | |

Course Description: (from the University Calendar)
45-412 - A review of current literature and development on such topics as federalism, intergovernmental relations, and the role of Quebec. (Restricted to Semester 7 and 8 Political Science majors.)
45-513 - Analysis of selected topics in Canadian federalism. Topics may include: federalism, federal/provincial relations, the social union, and the debate over the future of Quebec in Canada.

Learning Outcomes:(as approved by Program Development Committee)
By the end of this course the successful student will be able to: PLEASE refer to detailed syllabus attached.

Course Materials & Resources: You will need the following materials for this course: PLEASE refer to detailed syllabus attached

1. Herman Bakvis and Grace Skogstad eds. 2012. Canadian Federalism: Performance, Effectiveness, and Legitimacy (3rd edition), Oxford University Press. Available in the bookstore.

2. Alain-G Gagnon ed. 2009. Contemporary Canadian Federalism: Foundations, Traditions, Institutions, University of Toronto Press. Available in the bookstore.

3. Harvey Lazar and France St-Hilaire eds. 2004. Money, politics and health care: Reconstructing the Federal-Provincial Partnership, IRPP/IIGR. Available in the bookstore.

4. Additional weekly required readings will be made available on-line via Blackboard, on Leddy’s online journal system or will be on reserve in the library. It is the responsibility of each student to access readings well ahead of the day in which they will be covered in class. Make sure you do not monopolize readings put on reserve. Please respect the 2 hour limit so that everyone can access readings in a timely fashion.

Secondary/Recommended Text(s): Lucille Charlton and Mark Charlton. The Nelson Guide to Research and Writing in Political Science (2nd edition), Nelson Education. Available in the bookstore. . This book is recommended for students who would like more information on how to write an analytical political research paper.

Gordon DiGiacomo and Maryantonett Flumian eds. 2010. The Case for Centralized Federalism, University of Ottawa Press. Available in the bookstore. Required for Graduate students

Ruth Hubbard and Gilles Paquet eds. 2010. The Case for Decentralized Federalism, University of Ottawa Press. Available in the bookstore. Required for Graduate students

Melissa Haussman, Marian Sawer and Jill Vicker eds. 2010. Federalism, Feminism and Multilevel Governance, Ashgate.

Allan M. Maslove (ed) 2008. How Ottawa Spends 2008-2009: A More Orderly Federalism, McGill-Queens. (See also more recent editions of How Ottawa Spends)

Francois Rocher & Miriam Smith eds 2003. New Trends in Canadian Federalism (2nd edition), Broadview.

George Anderson 2008. Federalism: An Introduction, Oxford University Press.

Herman Bakvis, Gerald Baier and Douglas Brown 2009. Contested Federalism: Certainty and Ambiguity in the Canadian Federation, Oxford University Press.

Ronald L. Watts 2008. Comparing Federal Systems (3rd edition), Institute of Intergovernmental Relations.

Stephen Brooks 2015. Canadian Democracy (8th edition), Oxford University Press. – recommended to brush up on the basics.
.

Type & Format of all Evaluations: PLEASE refer to detailed syllabus attached

|COURSE GRADE BREAKDOWN/DUE DATES: |
|Item |Date |Percentage of Final Grade |
|Weekly Participation |Through term |20% |
|Jurisdictional Media/Research Portfolio |Midterm & April 8 |10% |
|In Class Presentation & 3-5 page Position Briefing Handout |Various through term as assigned |20% |
|Take-Home Midterm Exam |Feb. 27 |20% |
|Research Paper |Apr. 1 |30% |

Note: Grades in this course may be curved to comply with the Faculty of Arts, Humanities & Social Sciences (FAHSS) grading Policy.

Undergraduate Grading Policy
Faculty of Arts, Humanities and Social Sciences

The Faculty of Arts, Humanities and Social Sciences Grading Policy is in keeping with the regulations in Bylaw 51 and the adoption of Outcome Based Education in the Province of Ontario. The purpose of the FAHSS Grading Policy is to:

1. Make grading practices transparent to students;

2. Ensure that grading practices in the Faculty are consistent across the Faculty;

3. Ensure that students are graded fairly and in keeping with the academic standards of the University.

The academic achievement of each student shall be measured according to what the student knows and is able to do in relation to the Learning Outcomes stated on the Course Outline. The level of the student’s achievement of the Learning Outcomes shall be tested in the assessment tools of the course (tests, essays, exams, seminars, etc.) and assigned a grade according to the Grading Scale below.

|Percentile (%) Letter University |Faculty of Arts, Humanities, and Social Sciences Grade Descriptor (consistent|
|Grade Grade Grade Descriptors |with the University Grade Descriptors) |
|90 – 100 A+ |Consistent evidence that the student exceeds all of the performance |
|85 – 89.9 A Excellent |expectations associated with each learning outcome in the course |
|80 – 84.9 A- | |
|77 – 79.9 B+ |Consistent evidence that the student meets, and in some cases exceeds the |
|73 – 76.9 B Good |performance expectations associated with the learning outcomes in course |
|70 – 72.9 B- | |
|67 – 69.9 C+ |Consistent evidence that the student meets the performance expectations |
|63 – 66.9 C Fair |associated with the learning outcomes in the course at a basic level |
|60 – 62.9 C- | |
|57 – 59.9 D+ |Some evidence that the student meets the performance expectations associated |
|53 – 56.9 D Pass |with the learning outcomes in the course at a minimally acceptable level |
|50 – 52.9 D- | |
|0 – 49.9 F No Credit |There is clear evidence that the student does not meet the performance |
| |expectations associated with the learning outcomes in the course. |
|IN Incomplete* | |
|NR No Report** | |
|IP In Progress*** | |
|P or NP Pass or No Pass | |

*IN (incomplete) is given when students have not completed all class assignments due to illness, bereavement or extenuating circumstances as defined in Bylaw 51- 1.18.1 and the student will complete the work at a later date (See also Aegrotat Standing). An “Incomplete” is also given when a student is alleged to have committed an act of academic misconduct. The grade of “Incomplete” will remain on the student’s transcript until the matter is adjudicated. - IN (incomplete) grades will convert to 0% if no grade is submitted six weeks after the last date of the examination period.

**NR is assigned to a registered student that has no record of submitted work or completed tests and exams. - A grade of NR will be calculated as 0% in the student’s average.

***IP is given in senior classes when a major assignment or thesis is still in process when the grades are due.

27 July 2015
GRADE APPEALS: (See Senate Bylaws 51: 1.17.1 and 1.17.2)

Informal and formal Appeal:
An informal inquiry may be made to the instructor up to the official marks being submitted to the Registrar. The purpose of the inquiry is to review the work submitted and to allow for any adjustment of the grade in question where that change is found to be appropriate by the instructor. This informal inquiry must be done no later than ten working days after the release or publication of the grade by the instructor. This review does not preclude the student from appealing the final grade.

NOTE: Where the purpose of reviewing work for which a grade has been assigned is not to request a grade change, course work may be reviewed by students up to six months after the close of the term in which the course was taught, upon reasonable notice to the instructor.

Formal appeals may be made through the Office of the Registrar for a fee of $20. The Dean of the Faculty will inform the Registrar of the outcome of the appeal. If the appeal is successful the $20 will be refunded.

All appeals must be made in writing to the Associate Dean’s Office, no later than three (3) weeks after the final mark has been released by the Registrar.

Faculty of Arts, Humanities & Social Sciences (FAHSS)
Policy regarding Missing or Canceling a Lecture/Class/Lab

Purpose:
The purpose of this policy is to ensure a consistent learning environment for the students in the Faculty of Arts, Humanities & Social Sciences. This policy recognizes the importance of safeguarding the safety and wellbeing of faculty, staff and students and providing an equitable teaching and learning experience.

Cancellation of Scheduled Classes/Lab/Lecture due to Conference/Workshops:
Should a professor know at the beginning of semester that s/he will be away at a conference, workshop or other academic commitment during the term, s/he is required to note such absences on the course syllabus. Professors will need to indicate how they plan to make up the missed classes and course work on the syllabus. Course syllabi are required to be submitted to the head/director’s office prior to the beginning of class each semester.

If a professor wishes to reschedule a class/lab/lecture during which no evaluative procedure has been scheduled the professor must have the agreement of the entire class as it would be a change to the official scheduled class time. Otherwise the professor is responsible for covering all the course material in the remaining scheduled class times.

Cancellation of Scheduled Classes/Labs/Lecture due to Illness/Bereavement/Medical Emergency:
If an instructor is unable to meet the class due to illness, bereavement, or medical emergency, the following steps need to be followed: If such situation occurs the professor will contact the department head or director’s administrative office and ask the secretary to post an official notice on the classroom door stating the reason for the cancellation. It is the Professor’s responsibility to ensure a notice is posted on BLACKBOARD as soon as possible. The professor will send an email to all students in the class. The email should list the essential information in the subject line of the email, for example SUBJECT: CLASS CANCELLED: 48-100-01 Professor John Hancock, Introduction to Sociology, Thursday, May 10, 2013.

If due to a medical/bereavement/medical emergency, a professor wishes to reschedule a class/lab/lecture during which no evaluative procedure has been scheduled the professor must have the agreement of the entire class as it would be a change to the official scheduled class time. Otherwise the professor is responsible for covering all the course material in the remaining scheduled class times.

If a professor cancels a class/lab/lecture during which an evaluative procedure has been scheduled the professor should make every effort to make provisions to keep the evaluative procedure on the scheduled date by enlisting assistance from a fellow colleague or TA/GA. If that is not possible Bylaw 51, section 1.8 would apply. “If a test or other evaluative procedure cannot be held at the scheduled time because of an emergency the activity will automatically be rescheduled for the next regular class meeting.” If the evaluative procedure is scheduled for the next class, the course material that would have been covered that day would be dealt with in accordance with the paragraph above.

Cancellation of Classes/University Closure due to Weather or Emergency Conditions:
In cases of inclement weather or emergency conditions which may include snow, ice, tornado, explosion, fire, etc. the only person who may cancel classes and/or close the University is the President of the University. Professors are not permitted to cancel classes without seeking permission from their head/director or dean.

If the President has officially canceled classes and an evaluative procedure had been scheduled for that class/lab, Bylaw 51, section 1.8 applies. “If a test or other evaluative procedure cannot be held at the scheduled time because of an emergency, the activity will automatically be rescheduled for the next regular class meeting.”

Other Reasons:
For reasons other than those listed above, classes cannot be cancelled without the prior approval of the head/director or the Dean of the Faculty. Please refer to Bylaw 51, section 1.7 “Changes may be made to the course outline up until the end of the first two weeks of classes. A hard copy of the final version of the course outline must be submitted to the AAU Head by the end of the second week of classes. After the initial first two weeks of the course, the dates referred to in 1.2.2 may be altered only for a compelling pedagogical or administrative reason. In the event of such a change students will receive advance notice of at least two calendar weeks. Notification of the precise dates for tests, handing in assignments, and all other activities (except unannounced quizzes), which will affect the final course grade, must be provided to students at least two calendar weeks prior to that date. The procedures for determining the final grade in a course may not be altered in any circumstance after the first two weeks of the course.”

Notes:

1) When the University is closed a notice will be placed on the University Webpage, telephone answering system, and Campus Police at ext. 1234. Please also check with the local radio stations in the Windsor/Essex area for updates.

2) To ensure the most current information please review Bylaw 51 and Article E in their entirety by clicking on the links above or going to their websiteswww.uwindsor.ca/WUFA or Senate Bylaw 51

FAHSS Make-up Exam Policy and Plagarism Policy (also see Bylaw 31)

Academic Misconduct and Examination Make-up Policies

1. Academic Misconduct
Academic misconduct means any action taken by a student that gives the student an unearned advantage in matters affecting his/her academic standing. For professional programs, all actions that result in a breach of the rules of conduct as set out by the professional bodies and adopted in whole or in substance by the relevant professional program as part of its code of conduct shall also be considered acts of academic misconduct. (See Student Code of Conduct for examples of academic misconduct, including plagiarism.) 2. Plagiarism
Plagiarism is the act of copying, reproducing or paraphrasing significant portions of one’s own work, or someone else’s published or unpublished material (from any source, including the Internet), without proper acknowledgement, representing these as new or as one’s own. Plagiarism applies to all intellectual endeavours, including the creation and presentation of music, drawings, designs, dance, photography and other artistic and technical works.

Students have the responsibility to learn and to use the conventions of documentation as accepted in their area of study and instructors have the responsibility of informing students in writing of any significant individual interpretations of plagiarism.

(See Policy on Student Code of Conduct as well as Bylaw 31)

Consequences:

If the instructor believes that plagiarism has occurred, s/he assigns a grade of IN (incomplete) to the work in question and reports the case to the Department Head, to the Associate Dean of the Faculty, and to the student(s) involved. The Associate Dean of the Faculty is responsible for the adjudication of any alleged case of academic misconduct, including plagiarism, and to assign an appropriate sanction. (Common sanctions include admonition, letter of reflection, mark reduction, censure notation on transcript, suspension, expulsion, depending on the nature of the misconduct and whether it represents a first or subsequent offence.) Students have an automatic right of appeal to the Discipline Appeal Committee. A student wishing to exercise his/her right to appeal a finding of misconduct and/or sanction imposed shall initiate the appeal process within 10 working days of the decision having been issued. (See section 6 of Bylaw 31.)

2. Exam Make-up/Late Submission/Aegrotat/Incomplete Policy

The Faculty of Arts, Humanities and Social Sciences requires students to provide acceptable and documented medical (or equivalent compassionate) reasons to allow make-ups for scheduled tests, midterms, and final exams and/or the submission of late assignments, grades of Incomplete or Aegrotat.

Acceptable reasons include hospital stays, serious illness, family emergencies (such as serious accidents or illnesses, death) or similar circumstances outside the student’s control. Normally, written documentation is required stating specific reasons and dates. Arrangements for make-up exams and/or the submission of late assignments must be made as soon as possible. The instructor sets the date and format for make-up exams. The make-up exam will usually be different from the original exam, but will be equivalent in terms of testing objectives, format, level of difficulty, material covered, length of examination, etc.

Considerations for Health, Bereavement, or Extenuating Circumstances:
Please see Senate Bylaw 51, clause 1.18.2. Students may print and use the FAHSS Medical Form for illness.

Also see:
Senate Policy M: Multiple Exams in One Calendar Day and Policy M on minimum number of days between last day of classes and final examination period.

Additional Notes:
It is the responsibility of Faculty and Students to understand and follow all clauses in Senate Bylaw 51, 31 and Policy E3

Senate Bylaw 51: Articles to Note:
1.1.1 Meaningful testing procedure
1.1.3 Last 7 calendar days free of any procedure for which a mark will be assigned
1.2.3 Student Evaluation of Teaching (SET): Student Evaluation of Teaching forms will be administered in the last two weeks of classes, in accordance with Senate policy.
1.4 Class participation grading
1.5.1 No evaluative procedure may be worth more than 50% of the final grade
1.5.2 Spot quizzes: Can be no more than 2% each and no more than 5% of final grade.
1.6 Meaningful feedback worth at least 20% of final grade prior to voluntary withdrawal date
1.15 Dates by which students may voluntarily withdraw from a course
Senate Bylaw 31:
Academic Integrity
Senate Policy E3: (Students are advised to read Senate Policy E3 on the Conduct of Tests and Exams.)
Conduct of Exams and Tests
Compliance
Attendance & Identification
Exam Process
Appendix A: Guidelines For Verifying The Identity of Candidates wearing facial garments
Senate Policy U1:
T.1 Senate Policy on the use of safeassign.com

Disability Services
Disability Services offer a wide range of programs and services to assist with the transition from high school to university for those with learning disabilities. This office will help make the transition as seamless as possible. They also offer aids to help you succeed in University for those with specific learning disabilities. To fully understand all services offered to both Faculty and students please go to the Disability Services heading above or go to www.uwindsor.ca/disability. To schedule a visit with their office please call PH: 519-253-3000 ext: 3288 or stop in their office located in the Lower Level of Dillon Hall in the center of campus or email disability@uwindsor.ca
Also review Senate Policy on Academic Accommodation for Students with Disabilities

University of Windsor
Department of Political Science

45-412 Canadian Federalism/ 45-513 Federalism in Canada

Winter 2016

Seminars –Fridays 10:0am-12:50pm (1137 CHN)

|Instructor: Dr. Cheryl N. Collier |E-Mail: ccollier@uwindsor.ca |
|Office: CHN 1141 |Office Hours: Tuesdays 10:00 am -12:00 am and |
|Telephone: (519) 253-3000 ext. 2351 |Wednesdays 1:00pm -3:00 pm, or by appointment |
| | |
| | |
| | |

Course Description and Learning Objectives

Federalism is arguably the most important institution in Canada. It is not only a central component in the daily operation of governments at the national and sub-national levels, but it is essential to study federalism in order to understand the myriad of policy challenges that have faced Canada in the past and that continue into the present. Over the course of the term, students will become familiar with the foundations of Canadian federalism, how federalism has changed over time and the complexity of dealing with federal challenges into the new millennium. In the second half of the term, we will be looking at contemporary federalism in depth through the lens of the difficult and perennial issue of health care. Students will be tasked with representing different levels of government (federal, provincial and territorial - FPT) and will work throughout the term to draft a new Canada Health Accord. This process mirrors past health care negotiations.

In order to be fully prepared for seminar discussions, students must read the assigned required readings before coming to class and must keep their health care jurisdictional media portfolios up to date, referencing them accordingly during class and FPT discussions. The success of this class hinges on the ability of all the students to keep up with the readings and with all outside research as required. This is not a lecture class, it is a SEMINAR. It succeeds and fails on the level and quality of participation demonstrated by the students enrolled.

Participation in class must incorporate full, thoughtful knowledge of and reflection on weekly readings and assignments in order for students to be successful. The course is structured as a seminar, therefore students will be expected to complete all the readings and be ready to engage in spirited but civil discussion at each class. Assignments and readings have been designed to provide the appropriate platform for strong participation and engagement. I will be vigilant in testing your knowledge of the readings at regular intervals. Your participation grade in class will be established by a combination of performance on pop quiz tests and on your actual verbal and research contributions in each and every seminar (including your assessed contribution toward the final Health Care Accord Agreement draft). This is a fourth-year/MA level cross-listed class and I expect your commitment to be at a much higher level than in the other earlier-year courses you may have taken in the past.

It is essential that you each also keep abreast of current political issues in the news. You should particularly pay attention to issues involving Canadian Health Care, any on-going health care negotiations and the politics surrounding health care, the economy and partisanship inside of your assigned jurisdiction. This can be done by following any of the national Canadian newspapers in print or on-line (i.e. the Globe and Mail or the National Post), by watching national news on T.V. (i.e. CBC’s The National, Global’s National News, CTV’s National News), and/or by listening to national radio news (i.e. CBC’s Radio One). You should also follow the local provincial or territorial newspaper for your jurisdiction, as appropriate. I will frequently refer to current political events in class and expect students to be up to date accordingly. As well, you will be required to keep a news clipping and academic article portfolio of material on your jurisdiction (see details below), which will be graded twice this term (once at the half-way point and then finally at the end of the term).

There will be a Blackboard website set up for this course where important announcements, class discussion questions and grades will be posted.

Required Readings (all students must read all required readings EACH WEEK)

5. Herman Bakvis and Grace Skogstad eds. 2012. Canadian Federalism: Performance, Effectiveness, and Legitimacy (3rd edition), Oxford University Press. Available in the bookstore.

6. Alain-G Gagnon ed. 2009. Contemporary Canadian Federalism: Foundations, Traditions, Institutions, University of Toronto Press. Available in the bookstore.

7. Harvey Lazar and France St-Hilaire eds. 2004. Money, politics and health care: Reconstructing the Federal-Provincial Partnership, IRPP/IIGR. Available in the bookstore.

8. Additional weekly required readings will be made available on-line via Blackboard, on Leddy’s online journal system or will be on reserve in the library. It is the responsibility of each student to access readings well ahead of the day in which they will be covered in class. Make sure you do not monopolize readings put on reserve. Please respect the 2 hour limit so that everyone can access readings in a timely fashion.

Recommended (these are recommended for additional reading for interest and for further academic research/writing, as required). Texts in bold are mandatory for graduate students.

Lucille Charlton and Mark Charlton. The Nelson Guide to Research and Writing in Political Science (2nd edition), Nelson Education. Available in the bookstore. . This book is recommended for students who would like more information on how to write an analytical political research paper. Available for purchase in the bookstore.

Gordon DiGiacomo and Maryantonett Flumian eds. 2010. The Case for Centralized Federalism, University of Ottawa Press. Available in the bookstore.

Ruth Hubbard and Gilles Paquet eds. 2010. The Case for Decentralized Federalism, University of Ottawa Press. Available in the bookstore.

Melissa Haussman, Marian Sawer and Jill Vicker eds. 2010. Federalism, Feminism and Multilevel Governance, Ashgate.

Allan M. Maslove (ed) 2008. How Ottawa Spends 2008-2009: A More Orderly Federalism, McGill-Queens. (See also more recent editions of How Ottawa Spends)

Francois Rocher & Miriam Smith eds 2003. New Trends in Canadian Federalism (2nd edition), Broadview.

George Anderson 2008. Federalism: An Introduction, Oxford University Press.

Herman Bakvis, Gerald Baier and Douglas Brown 2009. Contested Federalism: Certainty and Ambiguity in the Canadian Federation, Oxford University Press.

Ronald L. Watts 2008. Comparing Federal Systems (3rd edition), Institute of Intergovernmental Relations.

Stephen Brooks 2015. Canadian Democracy (8th edition), Oxford University Press. – recommended to brush up on the basics.

Course Requirements

1. Weekly Participation 20%

(5% average score on random pop quizzes administered throughout the term,

5% for your assessed overall tangible contribution to the draft final Health Care Accord

& 10% for actual participation in each and every class throughout the term)

2. Jurisdictional Media/Research Portfolio 10%

3. In Class Presentation & 3-5 page Position Briefing Handout 20%

4. Take-Home Midterm Exam 20% [Due Feb 26th]

5. Research Paper 30% [Due Apr 1st]

1. Weekly Participation
Students are expected to do all the required readings and come prepared to class. Graduate students should also read some recommended readings. Others are welcome and encouraged to read recommended readings as time allows. (These readings are recommended as excellent sources for further research and further inquiry for those interested, those requiring background, etc.)

At the outset of each class, I will provide some remarks to set the readings and the issues into context, but the remainder of each class will consist of presentations and discussion. The grade is based on the quality of the contributions, not the quantity – but quantity does matter to a certain extent. You are not rewarded for simply coming to class. I will keep track of your attendance but simple attendance alone will not aid you in your participation grade other than the fact that you cannot actually participate if you are not here. 5% of your participation grade will be awarded based on the average grade obtained from random pop quizzes and briefing tasks associated with in-class FPT and regional meetings, which will be administered throughout the term. The quizzes will not be difficult if you have done the reading, nor will the briefing tasks, if you keep up with your media/research portfolios. Since attendance is mandatory, students who are absent for pop quizzes or briefing tasks will be assigned a grade of zero for each missed assignment. If you produce appropriate proof to document illness or other exceptional circumstances to account for your absence, an alternative assignment will be administered to make-up for the missed class assignments.

The success of a seminar class is predicated on lively, informed and engaged participation from the entire class. It is essential that this participation is based on the readings for the week and on your ongoing health care and political research on your assigned jurisdiction – this is what is implied in the concept of “quality”. To adequately represent a province or territory or federal jurisdiction in Canada (assigned early in the term), you will need to think about that jurisdiction, its political culture, interests, history, current issues, economy, party in power, etc. when you participate in class. Federalism is about provinces, regions and the federal government and we will collectively learn more, the more you can add to seminar time regarding your jurisdiction. 10% of your participation will be evaluated via a combined assessment from the instructor and anonymously from your peers in class to evaluate the quality of your participation AND your ability to DIRECTLY REFERENCE THE READINGS and TO REPRESENT YOUR JURISDICTION throughout the term. A final 5% of your participation grade will be awarded based on your tangible contributions to the final Health Care Accord drafted on the final day of class. This will be an accumulation of your participation and contributions throughout the term, but also is predicated on active participation on the last day of class. As this is a seminar class, attendance is mandatory – absences from class must be validated with a medical certificate or alternative proof documenting other exceptional circumstances.

2. Jurisdictional Media/Research Portfolio
Students will each be assigned a province, territory or federal portfolio to assume over the course of the term during the on-going Health Care FPT and Regional meetings held in class. In order to be fully prepared for this task, students will be required to build a Jurisdictional Media/Research Portfolio over the course of the term that focuses on the province, territory or federal portfolio assigned and how health care plays out in that jurisdiction. Portfolios must continue to be updated over the course of the term and must include information on the following: • Party in power • Platform from last election and party history • Position on health care and how this has shifted/changed over time • Position on the economy/economic health of the jurisdiction • Role of that jurisdiction in federalism and recent history on its approach to FPT negotiations • All news items on negotiations and reflections on the current FPT Health Accord (for your jurisdiction as well as for others)
Portfolios will be graded twice during the term (once at the mid-way point (tba) and again at the end of the term) so students should be aiming to add to them as much as possible. Please bring your portfolios to each class as they will aid you in your participation grades. Failure to produce portfolios on request will result in grade deductions accordingly.

3. In Class Presentation & 3-5 page Briefing Position Handout
Each student will present a briefing position representing his or her province, territory, region or federal portfolio on health care and a new 2014 Health Care Accord. Each briefing must include the following: • The party position • Any agreement with other provinces, regions, parties, or jurisdictions on major health care issues (issues discussed will be decided in class during an FPT meeting) • The economic position of the province, territory or federal jurisdiction • The history of the jurisdiction’s role in health care and what will continue or change • What the province, territory or federal jurisdiction hopes to get out of the FPT negotiations (this is the public statement; information on real bottom lines, etc. will be included in the later research paper)
The briefing position must draw on material from class AND from student media/research portfolios and be cited accordingly. Presentations will be between 10 and 15 minutes in length. (marks are deducted for going too short or too long)

Student presenters will also be required to produce a 3-5 page (single-spaced) briefing position handout to distribute to all the students in the class on the day of their presentations. These analytical handouts should cover all the above points and should clearly articulate the main jurisdictional position on health care negotiations/policy and be cited properly. Please do not READ these handouts as the entirety of your presentation. Students who simply read their handouts will receive a “D- level grade” on the oral portion of their presentations. Good presentations work with the handouts, highlighting key points and elaborating verbally on others. Presenters should think through how they can make their presentation appealing and comprehensible. Be as creative as you like. If you require visual aids (powerpoint, video, etc.) you must inform the instructor at least 2 days before your presentation via email to ensure the correct equipment is present. After the presentation, the student will be a lead participant (alongside other presenters) during the Health Care FPT discussions that follow. Be prepared with additional questions and comments to stimulate the discussion as necessary. I will evaluate the written portion of your presentation AND the oral portion of the presentation separately (10% assigned to each) based on all of the criteria I have listed above.

4. Take-Home Midterm Exam
The mid-term will be a two-week long take home exam. The exam will be distributed at the end of class on February 12 and due at the beginning of class (first ten minutes) on February 26. Students will answer two essay questions chosen from a list of three questions. The questions will provide you with an opportunity to integrate the readings and class discussions. You DO NOT need to go beyond the assigned required readings in order to successfully complete this take-home exam. Suggested readings can also be used and are encouraged. Please make sure to use lots of sources from the course readings. Take home exams that do not use course readings to back up their arguments will result in a failing grade. A wide variety of course readings should be used to answer each question. Your ability to think broadly and to incorporate a well-rounded understanding of the readings and our class discussions will be evaluated, alongside your analytical writing skills and understanding of the course material. Be very careful to avoid plagiarism. I expect take-home answers to be the original work of each student. Do not work in groups, to avoid plagiarizing other students in the class. I have attached further information on plagiarism to this syllabus and will discuss plagiarism further during the course of the term.

The midterm must be submitted in hardcopy in person to the instructor (first ten minutes of class on Feb 26) – I do not accept emailed assignments or exams. There will be a word limit for each question. More instructions will follow on the midterm examination paper.

5. Jurisdictional Health Care Policy Research Paper
Students will write a 10-15 page research paper arguing for your jurisdiction’s preferred solution for the 2014 Canada Health Accord. The paper should build from the historical health care position of your assigned jurisdiction, taking in the current realities in the present day context. This paper will be a fuller treatment of the issue than the earlier position briefing presentation but will incorporate some of that material as necessary. Excellent papers will also argue why their preferred direction for Canadian Health Care not only satisfies the demands of their own jurisdiction but is also the best way forward for ALL CANADIANS. As such, it will need to incorporate arguments raised in class and be mindful of the main players, power positions and historical trends that impact health care policy negotiations in Canada. Papers are encouraged to use materials from class as well as outside academic source materials. The paper must also evaluate whether decentralized or centralized federalism would be the better way forward in this regard. It will be expected that the paper will apply the conceptual tools developed in the first part of the semester and will be evaluated based on this criteria, alongside other standard Political Science analytical essay criteria. I also encourage (mandatory for graduate students) the use of the recommended texts on Centralized and Decentralized Federalism in Canada: Gordon DiGiacomo and Maryantonett Flumian eds. 2010. The Case for Centralized Federalism, University of Ottawa Press. & Ruth Hubbard and Gilles Paquet eds. 2010. The Case for Decentralized Federalism, University of Ottawa Press.

Students should submit a one page outline for their paper one week after the midterm for my approval by March 4. This may be submitted via e-mail. It should outline the main health issues you are going to examine, demonstrate how you intend to apply the analytic skills presented in this course, what you will argue overall and how you will incorporate an examination of centralized/decentralized federalism, as well as some preliminary sources.

The final paper must be properly cited (you may choose any of the standard citation styles found in Charlton and Charlton`s Nelson Writing Guide), including internet sources. While the internet is a useful resource, please make sure you mainly rely on academic sources to support your arguments. Media research collected in your portfolios can be used but arguments should be based on academic research and academic analyses of the issues.

I also encourage the use of academic sources in print form, many of which can be found in Leddy Library. As well, you should incorporate course readings into your papers to demonstrate key course concepts.

Your paper must be submitted in BOTH hardcopy to the instructor IN PERSON and electronically to TURNITIN.com on April 1. Instructions on how to upload your paper to Turnitin.com will be disseminated in class and via email/CLEW.

Late Paper Policy: Papers are due at the beginning of class on April 3 (first ten minutes). I DO NOT ACCEPT papers submitted via email – they must be submitted in HARD COPY to the instructor directly either BEFORE class on April 8 or DURING class on April 8. Extensions are extremely rare and are only granted under dire circumstances of ill health (which must be proved via a verifiable doctor’s note) or other emergency (which also must be verifiable). Papers submitted after the April 8 first ten minutes of class deadline (including papers that are submitted AFTER class on April 8) will be penalized 5% per day late. Weekends count as two days (one for Saturday and one for Sunday). I only accept papers handed to me in person, NOT under my door. If you are personally unable to hand in your paper on the due date, you are permitted to give it to a trusted colleague to submit it for you – either way it has to be in on or before April 8. Papers must ALSO be submitted on April 8 electronically to SafeAssign via Blackboard. The deadline will be 5pm on April 3 for SafeAssign submission. Papers that are not submitted to SafeAssign by 5pm on April 3, will also incur a late penalty of one grade point per day for each day late. SafeAssign will give you an electronic receipt to let you know that your paper has been submitted successfully. I also recommend that you save a copy of your paper in the unlikely and unfortunate event that your paper is lost or misplaced. This way you are covered either way.

Grading

The grading policy for the Faculty of Arts, Humanities and Social Sciences is attached. Make sure you understand assignments thoroughly before attempting to complete them. All instructions are clearly disseminated by the instructor and those who follow them in their entirety should expect a passing grade (50-60% range). Grades of B (70-79%) and A (80-90%) are reserved for more exceptional execution of minimum assignment requirements. (Grading for graduate students follows a different format with B- (70%) representing a passing effort and A grades (80% or above) reserved for more exceptional papers.) Please read through comments made by graders carefully to understand the reasoning behind the grades given. Also, do not be afraid to ask for additional help as required. I encourage students who have questions or require help, to come see me during my office hours or to make an appointment if they are unable to come during these hours.

Appeals: Students who feel that grades assigned do not fairly reflect the quality of the work submitted must make an informal case to the grader in writing that addresses each and every comment made on the original assignment and that refers to supporting documentation. This must include at a minimum, Charlton and Charlton’s The Nelson Guide to Research and Writing in Political Science and the original assignment instructions on the course outline and instructions from any handouts distributed in class. Written appeals must argue convincingly for a grade change. Assignments will not be re-read by graders without informal written appeal, nor without reference to supporting documentation. Written appeal cannot be made via email. It must be done in HARD COPY and should resemble an additional mini-essay that makes a convincing case for a reconsideration of the original assigned grade. This appeal must be submitted to the instructor with the original paper (including any comments/rubrics/evaluations originally made by the original grader).

I DO NOT release grades via email. Please refrain from emailing me asking for grades, grade breakdowns, ball-park figures, etc. The mid-term and assignments submitted ON TIME, will be returned to you in class or as soon as possible. Grades will also be posted on Gradecentre on BLACKBOARD once they are all calculated. The final exam will not be returned, as is university policy.

Plagiarism
Plagiarism, or the improper use and representation of the work of others, is a serious academic offense and should be avoided at all costs. The Faculty of Arts and Social Sciences policy on plagiarism is attached to this outline. I will also provide a detailed plagiarism document alongside the research essay assignment sheet for your information. I expect that all students will READ and fully UNDERSTAND this document in its entirety. If you have any questions about what constitutes plagiarism and, more importantly, how to avoid it yourself, do not hesitate to ask the instructor. Ignorance of plagiarism policies is not sufficient to avoid penalties after the fact, so make sure you are fully informed.

Writing Service
The university has an Academic Writing Centre on campus for those who have difficulty or have anxiety about their writing abilities. The AWC offers regular seminars as well as Peer Writers available to offer more individualized writing assistance. International students also have access to ELIP (the English Language Improvement Program) on campus if they require additional help writing in English. For more information on all of these programs, please visit their web page at http://www1.uwindsor.ca/writingsupport/ . Additionally, the Political Science Help Centre can assist students with their political science papers. Information regarding Political Science Help Centre Hours will be disseminated during the semester.

Students with Disabilities
Students with learning disabilities who require extra accommodation for exams and course assignments must register with the Student Disability Office in Dillon Hall early in the term for appropriate accommodation to be readily available when required. Only those registered with the Disability Office will be eligible for accommodation. The Disability Office will contact the instructor after you have arranged for the appropriate accommodation. For more information visit their web page at http://www.uwindsor.ca/disability .

Religious Accommodation
Students who have any potential conflicts with course deadlines or exam schedules due to religious holidays must inform the instructor at least two weeks prior to the deadline or scheduled exam so that appropriate alternative arrangements can be made. Ideally, students who fall under this category should see the instructor by the second week of classes to arrange appropriate alternatives accordingly.

Seminar and Reading Schedules (**note additional readings may be added or substituted subject to availability and topic relevance. The instructor will attempt to inform you of any changes at least 2 weeks before the readings are to be completed for class**)

January 8: Introduction and Overview 1. Lawrence Martin (2007) “As federalism retreats, who stands up for the centre?” The Globe and Mail, week of November 5, 2007.

January 15: Federalism – The Basics in Comparative Perspective - S/election of FPT jurisdictions
Required Readings: 1. Herman Bakvis and Grace Skogstad (2012) “Canadian Federalism: Performance, Effectiveness and Legitimacy” in Bakvis and Skogstad – Chapter 1, p2-19. 2. Herman Bakvis, Gerald Baier and Douglas Brown (2009) – Introduction to Contested Federalism, p. xi-xvi. 3. George Anderson (2008) Federalism: An Introduction – Chapters 1-5 (they are short!), p1-41.

Recommended Readings: 1. Ronald Watts (2008) Comparing Federal Systems – Introductory Chapter (p1-27) & Chapter 2

January 22: Historical Foundations of Canadian Federalism – First Regional Meetings
Required Readings: 1. Francois Rocher and Miriam Smith (2003) “The Four Dimensions of Canadian Federalism”, in Rocher and Smith, New Trends in Canadian Federalism – Chapter 1 2. David Cameron and Richard Simeon (2002), “Intergovernmental Relations in Canada: The Emergence of Collaborative Federalism” in Publius: The Journal of Federalism 32:2 (Spring 2002), p49-71 (available via Leddy online journals). 3. Marc Chevrier (2009), “ The Idea of Federalism Among the Founding Fathers of the United States and Canada”, in A-G Gagnon ed. Contemporary Canadian Federalism – Chapter 1

Recommended Readings: 1. The Constitution Act 1867 and 1982, found in Stephen Brooks 2009. Canadian Democracy, Appendices A and B . 2. Stephen Brooks 2009 or 2012. Canadian Democracy – Chapter on “Federalism.”

January 29: Regionalism and the Provinces – Agenda Setting Session
Required Readings: 1. Nelson Wiseman (2006) “Provincial Political Cultures” in Christopher Dunn ed. Provinces (2nd edition), Chapter 1, p21-56 2. Roger Gibbins, “Federalism and Regional Alienation” in Martin Westmacott and Hugh Mellon eds. (1998) Challenges to Canadian Federalism – Chapter 4, p40-52 3. Each student should read up on their assigned province/territory (outside research) to determine some core facts – who is the premier? What parties are competitive? What are the key policy issues in the province this year? – I will go around the room for everyone to report on their province/territory

Recommended Readings: 1. Andrée Lajoie (2009) “Federalism in Canada: Provinces and Minorities – Same Fight,” in A-G Gagnon ed. Contemporary Canadian Federalism – Chapter 5. 2. Rand Dyck (2006) “Provincial Politics in the Modern Era” in Christopher Dunn ed. Provinces (2nd edition), Chapter 2, p57-94

February 5: Quebec – Part “Un” – Quebec Position Briefing presentations
Required Readings: 1. Rocher and Smith (2003) New Trends in Canadian Federalism – Chapter 4 (McRoberts) 2. Robert Young “Quebec Secession and the 1995 Referendum,” in Westmacott and Mellon (1998) Challenges to Canadian Federalism – Chapter 9, p112-126 3. Francois Rocher (2009) “The Quebec-Canada Dynamic or the Negation of the Ideal of Federalism” in A-G Gagnon ed. Contemporary Canadian Federalism - Chapter 3.

Recommended Readings: 1. Stephen Brooks (2009) Canadian Democracy - Chapter 12 “Language Politics”.

February 12: Quebec – Part “Deux” **Midterms distributed today** - Atlantic Position Briefing Presentations
Required Readings: 1. David Cameron “Quebec and the Canadian Federation,” in Bakvis and Skogstad (2012) Chapter 3, p38-58 2. Michel Seymour (2009), “On Not Finding Our Way: The Illusory Reform of the Canadian Federation,” in A-G Gagnon ed. Contemporary Canadian Federalism – Chapter 6. 3. Benoît Pelletier (2009), “Appendix: The Future of Quebec within the Canadian Federation” in A-G Gagnon ed. Contemporary Canadian Federalism.

Recommended Readings: 1. Westmacott and Mellon (1998) Challenges to Canadian Federalism – Chapter 14 (P. Columbe), p187-197

February 13-21 is Study Week – no classes this week.

Feb 26: Fiscal Federalism and Intergovernmental Relations * *Midterms DUE today** - Ontario and Federal Position Briefing Presentations
Required Readings: 1. Garth Stevenson (2007) “Fiscal Federalism and the Burden of History” IIGR Working Paper available online at http://www.queensu.ca/iigr/working/fiscalImb/Stevenson.pdf) 2. Douglas Brown, “Fiscal Federalism: Maintaining a Balance” in Bakvis and Skogstad (2012) – Chapter 7, 118-140 3. Alain Noël (2009) “Balance and Imbalance in the Division of Financial Resources” in A-G Gagnon ed. Contemporary Canadian Federalism – Chapter 10.

Recommended Readings: 1. Richard Simeon and Amy Nugent, “Parliamentary Canada and Intergovernmental Canada: Exploring the Tensions,” in Bakvis and Skogstad (2012) – Chapter 4, 59-78 2. J-F Caron, Guy LaForest, Catherine Vallières-Roland (2009) “Canada’s Federative Deficit” in A-G Gagnon ed. Contemporary Canadian Federalism – Chapter 4.

March 4: Social Policy and the Federal Landscape **Research Paper Outlines Due Today** - Territorial Position Briefings Required Readings: 1. Sarah Fortin 2009. “From the Canadian Social Union to the Federal Social Union of Canada, 1990-2006” in A-G Gagnon Contemporary Canadian Federalism – Chapter 11. 2. Hamish Telford, Peter Graefe and Keith Banting contributions to “Defining the Federal Government’s Role in Social Policy: The Spending Power and Other Instruments,” in Policy Matters (IRPP), September 2008, Vol.9, no. 3 available at www.irpp.org/pm/archive/pmvol9no3.pdf (read two of the three readings please)

Recommended Readings: 1. Keith Banting, “The Three Federalisms Revisited: Social Policy and Intergovernmental Decision-Making,” in Bakvis and Skogstad (2012) – Chapter 8, p141-164 2. Nadia Verelli (2008) “The Federal Spending Power”, IIGR working paper available online at http://www.queensu.ca/iigr/working/2008/2008-10.pdf 3. Dunn (2006) Provinces – Chapter 17 (VanNijnatten and Boychuk), p487-505

March 11: Health Care Policy 1 – Western Position Briefing Presentations
Required Readings: 1. Courchene, Thomas (2003). Medicare as a Moral Enterprise: The Romanow and Kirby Perspectives. Policy Matters (4) 1. At http://www.irpp.org/indexe.htm 2. Antonia Maioni, “Health Care” in Bakvis and Skogstad (2012) – Chapter 9, p165-182 3. Gerard Boychuk (2002) “The Illusion of Federal Unsustainability of Canadian Health Care,” (and articles by Okma and Mendelsohn on health care perspectives in Policy Options Vol. 23, No8 at www.irpp.org/po

Recommended Readings: 1. Armstrong, Pat, Hugh Armstrong with Claudia Fegan M.D. (1998) Universal Health Care: What the United States Can Learn from the Canadian Experience, The New Press: New York. 2. Landon, McMillan, et. al (2006) “Does health-care spending crowd out other provincial government expenditures?” in Canadian Public Policy, Vol32, No2, p121-141. Available via Leddy online journals. 3. Manfredi, Christopher P. and Antonia Maioni (2002). “Courts and Health Policy: Judicial Policy Making and Publicly Funded Health Care in Canada”. Journal of Health Politics, Policy and Law 27(2) 213-240.

March 18: Health Care Policy 2 – Health Accord FPT Round One
Required Readings: 1. Keith Banting and Robin Boadway, “Defining the Sharing Community,” Chapter 1 in Lazar and St-Hilaire 2004. 2. David Cameron and Jennifer McCrea-Logie, “Cooperation and Dispute Resolution,” Chapter 2 in Lazar and St-Hilaire 2004.

Recommended Readings: 1. Cheryl Collier (2010) “Is Canada Ready for a New Universal Social Program? Comparing the Cases of Universal Medicare in the 1960s and ‘Universal’ Child Care in the New Millennium,” in Gordon DiGiacomo and Maryantonett Flumian eds. The Case for Centralized Federalism – Chapter 4.

March 25 is Good Friday, a holiday – Enjoy some Easter chocolate!!!

April 1: Health Care Policy 3 – Health Accord FPT Round Two ***PAPERS DUE TODAY!!***
Required Readings: 1. Harvey Lazar, France St-Hilaire, Jean-Francois Tremblay, “Federal Health Care Funding,” Chapter 4 in Lazar and St-Hilaire 2004. 2. Harvey Lazar, Keith Banting, Robin Boadway, David Cameron and France St-Hilaire, “Federal-Provincial Relations and Health Care,” in Lazar and St-Hilaire 2004.

April 8: Final FPT Conference – ***Finalizing the 2016 Health Accord***