José Marichal

California Politics and Public Policy

POLS 307 • Fall 2026
Instructor Information Jose Marichal, Ph.D.
Department of Political Science
Office Hours & Location Swenson 228 (2:15 to 3:15 Monday, Wednesday, and Friday, or by appointment)
Contact Info marichal@callutheran.edu
Class Meetings Mondays, Wednesdays, Fridays
Gilbert 253 (10:30am)
Drop Dates Add/Drop w/o "W": Sun, Sept 6
Withdraw Deadline: Fri, Oct 30

Course Description

Why is California—the world’s fifth-largest economy and the undisputed vanguard of progressive policy—so frequently paralyzed by the very crises it seeks to solve? How can a state with supermajorities committed to climate action, racial equity, and public investment struggle so acutely to build affordable housing, construct clean transit, prevent catastrophic megafires, resolve structural water deficits, and manage extreme inequality?

This course examines California government and public policy through the dynamic analytical tension between two foundational contemporary frameworks:

  • The Polycrisis Thesis (Adam Tooze): Shocks across climate, housing, public health, energy, and municipal finance are no longer isolated events; they are deeply entangled, compounding, and mutually reinforcing. The whole is more volatile and dangerous than the sum of its parts.
  • The Abundance Agenda (Ezra Klein & Derek Thompson): Progressive governance suffers from an institutional "vetocracy" and "everything-bagel liberalism"—where procedural hurdles, environmental review litigation (CEQA), local zoning vetoes, and fragmented bureaucracy manufacture artificial scarcity.

To evaluate these competing diagnostics, we anchor our policy debates in Deborah Stone’s Policy Paradox—contrasting the rationalist Market Model with the Polis Model—while mastering the structural mechanics of state and local institutions using the Open Oregon Educational Resource textbook.

Career Pathways in Political Science

This course develops skills applicable to five core career pathways:

  • Law & Government: Law school, courts, legislative offices, public administration, campaigns. (Example: Legislative Aide for a State Senator)
  • International & Global Affairs: Diplomacy, NGOs, human rights, international organizations, foreign service. (Example: Foreign Service Officer for the State Department)
  • Policy & Research: Think tanks, policy institutes, government analysis, program evaluation. (Example: Policy Analyst at a Non-Partisan Think Tank)
  • Community Development & Advocacy: Nonprofits, advocacy, community organizing, civic engagement. (Example: Community Organizer for a Regional Housing Advocacy Group)
  • Pre-Law & JD/Legal Professions: LSAT preparation and fellowships, legal and paralegal internships, law school readiness. (Example: Assistant Public Defender)

Prerequisite Knowledge or Coursework

None.

Textbooks

Program Learning Outcomes

  1. Demonstrate a comprehensive understanding of political institutions, processes, and theories.
  2. Analyze complex political phenomena using appropriate methodological and theoretical frameworks.
  3. Communicate political analyses effectively in both written and oral formats.

Student Learning Outcomes

Upon completion of the course, the student should be able to:

  1. Analyze the institutional architecture of California state and local government, including the legislature, executive, judiciary, and direct democracy mechanisms.
  2. Evaluate contemporary California policy challenges through the competing theoretical frameworks of the "Polycrisis" and the "Abundance Agenda."
  3. Apply Deborah Stone’s Polis and Market models to dissect real-world policy battles over housing, climate, water, and public finance.
  4. Formulate evidence-based policy recommendations and articulate them through academic writing, memos, and legislative simulations.

Course Format & Delivery

This course spans a duration of 16 weeks and convenes three times a week on campus. The scheduled class sessions are held on Mondays, Wednesdays, and Fridays, excluding campus holidays. The course materials, readings, and assignment submissions will be managed via the Canvas platform. Active participation in daily debates and simulations is a core component of the in-person experience.

Course Assignments

Below is a summary of the assignments for this course. Please note that as part of your coursework, you will also complete the California Policy Podcast Project. In this assignment, you will step into the shoes of a policy journalist to interview a practitioner working in a policy advocacy organization within one of California's distinct regions. You'll research their recent work, conduct a 45-minute interview, and record it as a podcast episode that bridges their regional work to our local context in Ventura County.

Assignment Type & Title Description Points % of Total
Seminar Participation, Daily Debates, & Attendance Active, informed contributions in seminar discussions, simulations, breakout analysis, and regular attendance. 10 10%
California Policy Podcast Project Research and record a 45-minute interview with a regional policy practitioner. 25 25%
Friday Workbook In-class policy advocacy workbook completed on Fridays starting Week 2. Graded pass/fail (1 pt each). 15 15%
Midterm Examination Institutional mechanics IDs + theoretical essay on Market vs. Polis and Polycrisis vs. Abundance. 25 25%
Final Examination Comprehensive exam similar to the midterm, covering institutional mechanics and theoretical course frameworks. 25 25%

Course Grading Policy

Student work will be graded based on analytical rigor, integration of course concepts, clarity of writing, and empirical accuracy. Grading rubrics for the Final Examination are available in Canvas. Students can expect to receive feedback on reading memos within one week of submission, and within two weeks for major papers.

Score Range Letter Score Range Letter
Over 93%A73% to 76%C
90% to 92%A-70% to 72%C-
87% to 89%B+67% to 69%D+
83% to 86%B63% to 66%D
80% to 82%B-60% to 62%D-
77% to 79%C+<60%F

Attendance Policy

Attendance and active participation are essential components of this seminar-style course and account for 10% of your total grade. Missing more than three unexcused classes will negatively impact your participation score. In the event of illness or an anticipated absence, please email the instructor prior to class to make necessary arrangements. Regardless of whether an absence is excused, students are responsible for all material covered and assignments due. Accurate attendance records are maintained for all class sessions.

Late Policy

Assignments submitted after the deadline will incur a 10% penalty for each day they are late. Assignments more than five days late will not be accepted without prior authorization. If you are facing extenuating circumstances, please contact the instructor before the deadline to discuss a potential extension.

Device and AI Policy

Following the pedagogical model recently adopted by the University of Chicago’s Social Sciences Core, this course is designed as an "analog" environment. We strongly believe that equipping students to read, write, and think independently—without dependence on artificial intelligence or constant digital distraction—is essential to evaluating the complex problems of California governance.

  • Device-Free Classroom: The use of laptops, tablets, and smartphones is generally prohibited during class. Our seminars will rely on device-free, guided discussions to afford students the freedom to think for themselves and engage in good faith, face-to-face, without the cacophony of disembodied voices. For students who prefer digital notes, we recommend taking handwritten notes and using free OCR (Optical Character Recognition) apps after class to transcribe them. Excellent free options include Microsoft Lens, Google Drive, or the built-in document scanner in Apple Notes.
  • AI Tool Usage: You are welcome to use artificial intelligence tools (e.g., ChatGPT, Claude) to brainstorm ideas, clarify concepts, or improve your general understanding of the material. However, the use of AI to write, draft, or complete any graded assignments is strictly prohibited. Human engagement and human expertise remain central to the core work of this class.

Exceptions to the device-free norm may occasionally be carved out by the instructor for specific purposes, such as collectively examining tabulations in a dataset or accessing specific library resources. If you need an accommodation to use technology due to a disability, please contact Disability Support Services (DSS) so we can arrange the appropriate modifications.

Technical Skills and Technology Required

Please refer to the Student Resources section in Canvas for a description of general technology requirements. For this course, students will also need access to basic word processing software and the ability to navigate online state databases (such as the LAO and PPIC websites).

University Policies and Resources

Note: All course readings, as well as the California Politics Workbook, will be available online.

Visit the Student Resources site in Canvas for links to relevant university policies and resources, including information about academic support, student support, and library services.

  • Classroom Environment: Discussions in this course touch upon contested political values, economic distributions, and identity. We will maintain an intellectually rigorous, respectful environment where students can critique policy arguments, assumptions, and institutional outcomes constructively.
  • Accommodations: California Lutheran University is committed to providing reasonable accommodations to students with documented disabilities. Contact the Center for Academic Resources at the start of the semester to coordinate accommodations.
  • Academic Integrity: Plagiarism and uncredited AI generation of written submissions will result in an F on the assignment and referral to the academic conduct board. All academic arguments must cite evidence and original sources accurately.

Addendum

Carnegie Hour Table (For 4-Credit Class - 15 Weeks + Finals)

Activity Instructor-Led (Weekly) Instructor-Led (Course) Independent (Weekly) Independent (Course) Remarks
In-Person Class Sessions 3.0 45.0 Seminars (Mon, Wed, Fri for 15 weeks)
Course Readings 4.0 60.0 Reading average of 4 hours/week
California Policy Podcast Project 10.0 Interview and recording preparation
Friday Workbook 14.0 In-class weekly workbook assignments
Midterm Exam Prep & Exam 1.0 1.0 15.0 Midterm examination
Final Examination & Prep 2.0 2.0 15.0 Final examination session
TOTAL HOURS 48.0 132.0 Total Course Hours = 180
📝 Extra Credit Opportunity (3 points): Students who submit a question in their Friday workbooks that is selected and read at the October 6 City Council Housing Forum (up to 3 students) will receive 3 extra credit points.

Week 1: The Polycrisis and the Abundance Agenda

Aug 24
  • Syllabus overview
Aug 26
Aug 28

Week 2: The Market, the Polis, Equity, and Efficiency

Aug 31
Sep 2
Sep 4
  • Required:
  • Assigned Reading: Core Issue 2: The Weaponization of the California Environmental Quality Act (CEQA)
  • ***Discussion Prompt:** Why does a progressive supermajority in Sacramento struggle to pass supply-side housing legislation, and how does the Polis measure 'efficiency' in housing policy differently than a pure market?*
  • 📌 In-Class: Complete weekly Policy Advocacy Workbook section (Submit one proposed question for the Oct 6 City Council Housing Forum).

Week 3: Federalism and the Foundations of State Governance

Sep 7No Class - Labor Day Holiday
Sep 9
Sep 11
  • Required:
  • In-Class Module (30-Min Sprint): Core Issue 3: Development Impact Fees and the Shadow of Proposition 13
    Role & Scenario: You are a housing developer trying to build a 40-unit apartment building in Thousand Oaks.
    • 5 min (Review & Key Terms): Based on the assigned reading, confirm: (1) Define the key terms: What is an impact fee, and what is Proposition 13? (2) How much do impact fees cost per unit in California compared to the national average? (3) As a developer, how do high impact fees ($48,000/unit in Thousand Oaks) make it harder for you to build or keep rents affordable?
    • 15 min (Pair Discussion): With a partner (one developer, one city planner), discuss: If the city charges $48,000 per unit in impact fees before construction even starts, who actually ends up paying that cost, and what happens if a project can no longer afford to build?
    • 10 min (Debrief & Deliverable): Write down a 2-sentence summary explaining how impact fees act as a hidden cost passed along to renters and homebuyers.
  • ***Discussion Prompt:** Is local zoning control over housing density an expression of authentic participatory democracy (the Polis), or a structural mechanism of elite wealth preservation?*
  • 📌 In-Class: Complete weekly Policy Advocacy Workbook section (Submit one proposed question for the Oct 6 City Council Housing Forum).
  • ⭐ Extra Credit (1 point): Our Immigrant Neighbors Speaker Series
    Sunday, Sept. 13 @ 4pm | United Methodist Church of Westlake Village (1049 S. Westlake Blvd, Westlake Village, CA 91361)
    Immigration attorney Vanessa Frank presents on current immigration law and policy.

Week 4: State Constitutions and the Politics of Numbers

Sep 14
  • Required:
  • In-Class Module (30-Min Sprint): Core Issue 4: Financing Complexity and "Capital Stacking" in Affordable Housing
    Role & Scenario: You work for Many Mansions, a Thousand Oaks non-profit organization trying to build an affordable apartment community for lower-income families.
    • 5 min (Review & Key Terms): Based on the assigned reading, confirm: (1) Define the key terms: What is capital stacking, and what is the Low-Income Housing Tax Credit (LIHTC)? (2) Why can't affordable housing just be built with a standard commercial bank loan? (3) How many different government funding sources do developers typically have to piece together (3.5 to 11), and how much delay (+10 months) and extra cost (+$20,460/unit) does each additional layer add?
    • 15 min (Pair Discussion): With a partner, discuss: Why does having to apply for 4 or 5 separate public funding programs make building affordable housing take years longer and cost over $500,000 per unit?
    • 10 min (Debrief & Deliverable): Share one reform highlighted in the write-up (such as a consolidated "one-stop-shop" application) that would make Many Mansions' job easier.
  • ***Discussion Prompt:** Can California effectively plan and fund multi-decade affordable housing infrastructure when its tax revenues experience wild boom-and-bust cycles?*
Sep 16
  • Required:
  • In-Class Module (30-Min Sprint): Core Issue 5: Hard Construction Costs, Labor Economics, and Prescriptive Codes
    Role & Scenario: You are an infill developer planning a new apartment complex near Janss Marketplace in Thousand Oaks.
    • 5 min (Review & Key Terms): Based on the assigned reading, confirm: (1) Define the key terms: What are hard costs, and what is a prevailing wage? (2) How much does it cost to build a single apartment in California compared to states like Texas (2.3× higher)? (3) What is the trade-off between paying higher union prevailing wages to get fast-track state approval vs. using cheaper non-union labor that risks long local delays?
    • 15 min (Pair Discussion): In pairs, discuss: As a developer in Thousand Oaks, would you choose to pay higher prevailing wages to guarantee faster approval, or use cheaper non-union labor and risk two years of city hearings and delays? Why?
    • 10 min (Debrief & Deliverable): Cast a quick class vote (Fast-track with union wages vs. cheaper labor with delays) with a 1-sentence explanation.
  • ***Discussion Prompt:** How did the California Environmental Quality Act (CEQA) evolve into the primary legal weapon used by local neighborhood groups to block affordable and dense housing?*
  • ⭐ Extra Credit (1 point): Candidates Forum for City of Thousand Oaks Councilmember
    Thursday, September 17 from 6:00 pm – 8:00 pm | Lundring Events Center at California Lutheran University
    The Chamber, the Acorn Newspapers and Cal Lutheran University are collaborating to host this forum. It will be moderated by Becca Whitnall (The Acorn Newspapers) and Dr. Haco Hoang (CLU).
Sep 18
  • Required:
  • In-Class Module (30-Min Sprint): Core Issue 6: Constitutional Roadblocks and the Legacy of Article 34
    Role & Scenario: You are an affordable housing advocate advising the Thousand Oaks City Council on building homes for local workforce families on city-owned land (near the Civic Arts Plaza).
    • 5 min (Review & Key Terms): Based on the assigned reading, confirm: (1) Define the key terms: What is Article 34 of the California Constitution, and what is public housing? (2) Why was Article 34 originally passed in 1950, and how did it reinforce racial and economic segregation in California suburbs? (3) How do modern projects avoid triggering a mandatory citywide public vote (such as keeping subsidized units under 49%)?
    • 15 min (Pair Discussion): In pairs, discuss: If Thousand Oaks wanted to build 100% city-owned housing for teachers and service workers, why would city leaders be nervous about holding a public vote? Is Article 34 democratic oversight or an exclusionary roadblock?
    • 10 min (Debrief & Deliverable): Write down 1 reason why state lawmakers have struggled to repeal Article 34 despite broad recognition of the housing shortage.
  • ***Discussion Prompt:** How are numbers and statistics used strategically in the debate over state preemption of local zoning to frame the housing crisis as a failure of local government?*
  • 📌 In-Class: Complete weekly Policy Advocacy Workbook section (Submit one proposed question for the Oct 6 City Council Housing Forum).

Week 5: Local Government and Bureaucracy

Sep 21No Class
Sep 23
  • Required:
  • In-Class Module (30-Min Sprint): Core Issue 7: Layered Regulatory Mandates (Water Verification and Parking Minimums)
    Role & Scenario: You are a Thousand Oaks homeowner living in a residential neighborhood near Thousand Oaks Boulevard.
    • 5 min (Review & Key Terms): Based on the assigned reading, confirm: (1) Define the key terms: What is AB 2097 (parking reform), and what is a Water Supply Assessment (WSA)? (2) Why are structured parking spaces so expensive ($25,000 to $75,000 per space)? (3) What do state water laws (SB 221 / SB 610) require large developments to prove about drought water supplies?
    • 15 min (Pair Discussion): With a partner (one homeowner, one developer), discuss: The homeowner worries the new building will cause street parking headaches and strain local water supplies. The developer explains that AB 2097 legally forbids the city from requiring parking spaces. How do state mandates override local neighborhood concerns?
    • 10 min (Debrief & Deliverable): Submit a 1-sentence take: Was the state right or wrong to ban parking minimums near transit in suburban cities like Thousand Oaks?
  • ***Discussion Prompt:** Is local zoning control over housing density an expression of authentic participatory democracy (the Polis), or a structural mechanism of elite wealth preservation?*
Sep 25
  • Required:
  • In-Class Module (30-Min Sprint): Core Issue 8: The State-Local Power Struggle, Enforcement, and Social Housing
    Role & Scenario: You are a Thousand Oaks resident attending a neighborhood meeting about a new 5-story apartment proposal on an old commercial lot.
    • 5 min (Review & Key Terms): Based on the assigned reading, confirm: (1) Define the key terms: What is RHNA (Regional Housing Needs Allocation), and what is the Builder's Remedy? (2) What happens to a city's zoning power if it fails to adopt a state-approved Housing Element? (3) What is "ministerial approval" (SB 35), and why can't neighbors or cities use CEQA environmental lawsuits or public hearings to stop qualifying projects?
    • 15 min (Pair Discussion): In pairs, discuss: Thousand Oaks has historically maintained strict slow-growth limits. Why did the state legislature create aggressive penalties like the Builder's Remedy and SB 35, and who holds more power today: the local city council or Sacramento?
    • 10 min (Debrief & Deliverable): Write a 1-sentence answer: Does state preemption help solve California's housing shortage, or does it unfairly take away local democracy?
  • ***Discussion Prompt:** How are numbers and statistics used strategically in the debate over state preemption of local zoning to frame the housing crisis as a failure of local government?*
  • 📌 In-Class: Complete weekly Policy Advocacy Workbook section (Submit one proposed question for the Oct 6 City Council Housing Forum).
  • ⭐ Extra Credit (1 point): Our Immigrant Neighbors Speaker Series
    Sunday, Sept. 27 @ 4pm | United Methodist Church of Westlake Village (1049 S. Westlake Blvd, Westlake Village, CA 91361)
    Willie Lubka of Buen Vecino discusses the effects of immigration policy on Ventura County individuals and families.

Week 6: Key Actors and Interests

Sep 28
  • Required:
  • In-Class Module (30-Min Sprint): Core Issue 9: Thousand Oaks Local Growth Realities & Measure E Constraints
    Role & Scenario: You are a Thousand Oaks City Councilmember preparing for a major vote on the city's General Plan.
    • 5 min (Review & Key Terms): Based on the assigned reading, confirm: (1) Define the key terms: What is Measure E (the 1996 Thousand Oaks voter initiative), and what is a city's Housing Element? (2) How many total new homes is Thousand Oaks mandated by the state to plan for (2,621 units)? (3) How did city planners solve this dilemma by reallocating density into commercial "Areas of Change" (like Thousand Oaks Blvd, Janss Marketplace, and The Oaks Mall) that make up less than 8% of the city?
    • 15 min (Pair Discussion): In small groups (councilmembers), discuss: Why did the city council choose to concentrate all new apartment density into shopping centers rather than asking voters to amend Measure E in a citywide election?
    • 10 min (Debrief & Deliverable): Draft a 2-sentence public statement explaining to local homeowners how reallocating density to commercial malls actually protects existing single-family neighborhoods from growth.
  • ***Discussion Prompt:** In the Polis, how do we navigate the conflict between protecting existing neighborhood character and the urgent need to build high-density affordable housing?*
Sep 30
  • Required:
  • In-Class Module (30-Min Sprint): Core Issue 10: Federal Interventions, Funding, and Fair Housing Mandates
    Role & Scenario: You are a low-income renter or senior in Thousand Oaks searching for an apartment with a federal Section 8 Housing Choice Voucher.
    • 5 min (Review & Key Terms): Based on the assigned reading, confirm: (1) Define the key terms: What is a Section 8 Housing Choice Voucher, and what is Affirmatively Furthering Fair Housing (AFFH)? (2) How does the voucher payment work (tenant pays 30% of income, government pays the rest)? (3) Why is it difficult for voucher holders to find housing in suburban areas like Thousand Oaks, and how do California fair housing laws protect tenants from being rejected?
    • 15 min (Pair Discussion): With a partner (one voucher holder, one private landlord), discuss: Why might private landlords be reluctant to accept housing vouchers, and how do California fair housing laws protect tenants from being turned away just because they use a voucher?
    • 10 min (Debrief & Deliverable): Write down 1 concrete step the city or federal government could take to make vouchers easier to use in Thousand Oaks.
  • ***Discussion Prompt:** Which interest groups wield the most power in local housing disputes, and how do they overcome the collective action problem compared to unhoused or prospective residents?*
Oct 2
  • Required:
    • Assigned Reading: **Stone**, Chapter 6 ("Symbols").
  • Exam Review: Midterm Exam Review
  • ***Discussion Prompt:** How do political symbols associated with 'Silicon Valley tech wealth' versus 'unhoused encampments' shape the legislative debate over housing inequality?*
  • 📌 In-Class: Complete weekly Policy Advocacy Workbook section (Submit one proposed question for the Oct 6 City Council Housing Forum).

Week 7: Midterm and Executives

Oct 5
  • Midterm Examination
Oct 7
  • Required:
  • Case Study: Economy & Labor
  • ***Discussion Prompt:** How can the Governor and local executives utilize their power to compel reluctant municipalities to meet their Regional Housing Needs Allocation (RHNA) targets?*
Oct 9No Class - Fall Holiday

Week 8: Legislatures and Causes

Oct 12
  • Required:
  • Case Study: Economy & Labor
  • ***Discussion Prompt:** What specific legislative and institutional mechanisms explain why California public agencies struggle to deliver affordable housing projects on time and on budget?*
Oct 14
  • Required:
    • Assigned Reading: **Stone**, Chapter 8 ("Causes").
  • Case Study: Health & Safety Net
  • ***Discussion Prompt:** How do competing political narratives attribute the 'causes' of homelessness to either individual moral failure or systemic housing shortages, and how does this affect policy solutions?*
  • 📌 In-Class: Complete weekly Policy Advocacy Workbook section.
Oct 16
  • Required:
    • Assigned Reading: **Stone**, Chapter 15 ("Powers").
  • Case Study: Housing & Homelessness

Week 9: Budgeting and Decisions

Oct 19
Oct 21
  • Required:
    • Assigned Reading: **Stone**, Chapter 11 ("Decisions").
  • 📌 In-Class: Complete weekly Policy Advocacy Workbook section.
Oct 23

Week 10: Rules, Welfare, and Traditional State Services

Oct 26
  • Required:
    • Assigned Reading: **Stone**, Chapter 13 ("Rules").
Oct 28
  • Required:
    • Assigned Reading: **Stone**, Chapter 4 ("Welfare & Security").
  • 📌 In-Class: Complete weekly Policy Advocacy Workbook section.
Oct 30

Week 11: Liberty, Surveillance, and Rights

Nov 2
  • Required:
    • Assigned Reading: **Stone**, Chapter 5 ("Liberty").
Nov 4
  • [Placeholder: California FLOCK cameras]
  • 📌 In-Class: Complete weekly Policy Advocacy Workbook section.
Nov 6
  • Required:
    • Assigned Reading: **Stone**, Chapter 14 ("Rights & Powers").

Week 12: Infrastructure, Inequality, and Decision-Making

Nov 9
  • Required:
    • Assigned Reading: **OSU OER**, Chapter 13 (cont.); Ethan Elkind, *Railtown: The Fight for the LA Metro Rail* (Excerpts).
Nov 11
Nov 13
  • Required:
    • Assigned Reading: **Stone**, Chapter 10 ("Decisions & Persuasion").

Week 13: Entitlements, Social Welfare, and Education Funding

Nov 16
Nov 18
Nov 20

Week 14: Security and Social Welfare

Nov 23
  • Required:
    • Assigned Reading: **Stone**, Chapter 5 ("Security").
Nov 25No Class - Reading Day
Nov 27No Class - Thanksgiving Break

Week 15: Political Causes and Final Examination

Nov 30
  • Required:
    • Assigned Reading: **Stone**, Chapter 8 ("Causes")
Dec 2
  • Final Examination
Dec 4

    Finals Week

    Dec 7-11
    • Final Examination
    Dec 7-11
    • Required:
      • *No Class (Finals Week)*
    Dec 7-11
    • *No Class (Finals Week)* 📌 Final Examination.