Political Science: US Presidency:Power&Accountabl

Examines varied topics concerning the American political system, with special focus on institutional and legal issues in a seminar format. May repeat for credit with different content. Topics vary by offering; periodic offering at intervals that may exceed four years. Prerequisites: POLS 1300 or POLS 1013; three hours of Political Science at the 2000-level.

Prereqs enforced by the system: POLS 1300 or POLS 1013; Other prereq:three hours of Political Science at 2000 level. Minimum Junior standing. Open to Jr/Sr POLS majors only until April 9th. PACE students by permission and override.

This is a seminar on the United States Presidency. The seminar will focus on the powers, responsibility, and accountability of a President under Article II of the United States Constitution. As a new administration is in its first year, 2025, of its term, it is an especially important time to study and understand the remarkable transformation of the presidency from the first President, George Washington, to the current President Donald Trump. This history of the presidency will be studied through the lens of the intersection of law, politics, and history. We will study the Founders’ intentions, experiences, and understandings in writing the Constitution to establish the office of the presidency as a separate institution with “shared and dispersed powers” with Congress. Early in the seminar we will see the Founders’ clear desire to establish a constitutional republic based on the doctrine of “separation of powers” within the three branches of government, but one that was designed with Congress to predominate over the President. We will explore how the presidency has grown in power and public prominence beyond the clear intentions of the Founders, to its current status with almost unlimited immunity today for Presidents from criminal prosecution while serving as President, except for personal conduct. We will discuss in class whether over time the right balance has been struck between “sharing” of powers between the President and Congress and how and when the Supreme Court has weighed in to ultimately decide the boundaries of power, responsibility, and accountability. We will discuss the differences between the powers of the President and the responsibility to use that power wisely. We will see that with power comes much discretion and whether the power should or should not be exercised. Throughout the seminar we will discuss James Madison’s concerns in FEDERALIST 51 as he emphasized the importance of a check and balance system with “necessary constitutional means” to guard against personal motives of a President. He observed: “The American democracy must discover a middle ground between making the President a Czar and making him a puppet. The problem is to devise means of reconciling a strong and purposeful presidency with equally strong and purposeful forms of democratic control. Or, to put it succinctly, we need a strong presidency – but a strong presidency within the Constitution.” In the end, the students in this seminar will decide how fragile or not are the country’s constitutional foundations that rest on important constitutional arrangements and understandings long rooted in the principles of the “rule of law” and democratic accountability as we study the historical rise of presidential power with less accountability. Ultimately, we ask whether the Founders’ careful construction of a self-government made through a “check and balance” system of “separation of powers” has been eroded over time. Course Goals The course is designed as a learning and writing “integrative process” that involves the following: 1. Gaining new and deeper knowledge and understanding constitutional structure and the power, responsibility, and accountability inherent to the office of the presidency, 2. The selection of a writing topic, 3. A detailed annotated bibliography that reviews and summarizes the primary and secondary research material, 4. A well prepared first draft that demonstrates the writer’s critical thinking and analysis and the ability to debate issues in order to summarize and evaluate ideas with supporting evidence, 5. That integrates the writer’s clear understanding of information literacy in the use of the sources of authority regarding the reliability and usefulness of the material to the readers’ understanding and learning. 6. In addition, the student writer will show an ability and understanding to write for different audiences, and the importance of writing in different contexts and for different purposes while using credible primary and secondary sources that document and integrate essential material for a clear understanding by various readers. In sum, the research and writing goals of the course tie together the above “integrated components” through a step-by-step process that comprises parts of the following scaffolded process: a) To research specific primary and secondary materials related to the identified research topic. b) To prepare a detailed annotated bibliography with formal, proper citations that cite and summarize authoritative and credible scholarship supporting the research findings. c) To prepare, defend in class, and finalize the research paper after a close, detailed feedback process from the faculty member. d) To tie together the course goals from a knowledge-based topic selection to a well-documented and focused research paper. Integrating and connecting each step of the writing project, with appropriate and timely feedback, is key to achieving the final desired outcomes. This process will influence the students’ understanding of the importance of substantive editing, re-editing, and revising ideas and conclusions to achieve each of the course’s goals. Required Text • Sullivan and Painter, The U.S. Presidency: Power, Responsibility, and Accountability (Cambridge University Press, 2025) Assignments • The course will start with required readings that will be discussed in class. Weekly reading assignments will be listed on Brightspace. • Early in the semester we will begin to discuss “topics” for the required research paper. While the seminar continues, students will continue to work toward a selection of a paper topic. Individual meetings will be scheduled with Professor Sullivan to discuss the paper topic and a developed, detailed biography. • A draft of the paper will follow. Comments on the draft will be shared with each student that should help inform the final paper. • The final paper will be due the last day of classes. Classroom Requirements and Expectations 1. Students are expected to be prepared and attend on time all regularly scheduled classes. Students should not leave the classroom once class has started except for personal emergencies or sickness. The class will apply the Socratic method and be very interactive through a “conversational style” of question and answers throughout the class. Poor attendance may result in a lower grade or dismissal. 2. In the classroom, the use of laptop computers, tablets, smartphones, cellphones, and other such devices is prohibited. Note taking can be accomplished using pen and paper. 3. Classes may not be recorded without prior permission. 4. Students are expected to show respect for faculty and other students during classroom in order to promote a positive teaching and learning environment and experience for all. 5. Academic integrity is required at all times. Plagiarism and cheating are never acceptable. The use of AI tools such as ChatGPT, Deep Seek, Google Gemini, and similar tools in research and writing the required paper will be considered plagiarism and cheating. Violations will receive serious consequences including no credit for the course, a lower or lowest grade, and suspension or dismissal from the University. 6. While in the classroom class participation is required. The quality of participation will be encouraged and will have an influence on the final grade. An attendance sheet will be passed around in each class and attendance will be recorded. 7. All assignments are to be turned on time. Late work will result in a lower grade unless permission is given for an extension. Failure to follow these requirements and expectations will affect your grade.

Classroom Requirements and Expectations 1. Students are expected to be prepared and attend on time all regularly scheduled classes. Students should not leave the classroom once class has started except for personal emergencies or sickness. The class will apply the Socratic method and be very interactive through a “conversational style” of question and answers throughout the class. Poor attendance may result in a lower grade or dismissal. 2. In the classroom, the use of laptop computers, tablets, smartphones, cellphones, and other such devices is prohibited. Note taking can be accomplished using pen and paper. 3. Classes may not be recorded without prior permission. 4. Students are expected to show respect for faculty and other students during classroom in order to promote a positive teaching and learning environment and experience for all. 5. Academic integrity is required at all times. Plagiarism and cheating are never acceptable. The use of AI tools such as ChatGPT, Deep Seek, Google Gemini, and similar tools in research and writing the required paper will be considered plagiarism and cheating. Violations will receive serious consequences including no credit for the course, a lower or lowest grade, and suspension or dismissal from the University. 6. While in the classroom class participation is required. The quality of participation will be encouraged and will have an influence on the final grade. An attendance sheet will be passed around in each class and attendance will be recorded. 7. All assignments are to be turned on time. Late work will result in a lower grade unless permission is given for an extension. Failure to follow these requirements and expectations will affect your grade.

Summary and Bases for Grade Quality of Class Participation and Contribution – 10% of Final Grade Quizzes – 20% of Final Grade Draft of Paper – 25% of Final Grade In Class Presentation of Paper – 10% of Final Grade Final Paper – 35% of Final Grade Failure to follow these requirements and expectations will affect your grade.