POL S 334 A: Topics in American Politics

HONORS 230 D / POL S 334 A

 The Power of the States: The People and Practices Behind the Programs and Policies that Impact People’s Lives

Fall 2025

Downloadable PDF of the Syllabus - for The Power of the States - Fall 2025 - updated Sept 26-1.pdf

Professor of Practice: Suzi LeVine, Former U.S. Ambassador to Switzerland and Liechtenstein (sgl1969@uw.edu)

• Location & Timing: Mary Gates Hall Room 206 - Wednesdays from 2:30-5:20pm 
• Office Hours: Weds from 11-12 and 1-2pm in Gowen Hall 127. Sign-up here.

What you'll learn and how you'll grow:

States are where the action is - especially right now. From reproductive rights, legalization of cannabis, to transgender rights, States are a hotbed of contentious and highly consequential policymaking. No matter your concentration, this class will inspire you and equip you with the skills to have an impact on your communities.

During our time together, you will learn about policy: What are the different types of policy? Who are the people creating and implementing policy? (You will get to meet them!) And what are the patterns across various case studies you might apply to new policy efforts.

This will be a practical, collaborative, and dynamic course with an array of special guests including elected officials, lobbyists, lawyers, experts, and community leaders. For example, we'll have Congressman Adam Smith (who was elected as a state legislator right out of UW Law!), The Honorable Jamal N. Whitehead - United States District Judge for the Western District of Washington , former State Senator Karen Keiser, Speaker Laurie Jinkins - the Speaker of the Washington state House, Judge (ret) Anne Levinson - former Deputy Mayor, Reid Wilson - founder of Pluribus News, Will Lukela - Director of the Liquor and Cannabis Board, Alison Holcomb - former Director of Political Strategies for ACLU of Washington, Commerce Director and former State Senator Joe Nguyễn, Nick Streuli -  Founder and Managing Partner of Sundial Advocacy, Professor Alex Hertel-Fernandez – Columbia Professor and Author of State Capture, Rachel Sottile, President and CEO of the Center for Children & Youth Justice and Founder of CCYJ Judge (ret) Bobbe Bridge, Director of Commerce and former State Senator Joe Nguyen, and more. You will design and plan policy, research different state political structures, interview elected officials, and, ultimately, write and articulate how to implement policy.

Government makes a difference in our lives and our communities. And yet, far too many issues feel impossible to resolve. The Federal government suffers polarization paralysis, and the overall bureaucracy can feel archaic. Having previously served as the U.S. Ambassador to Switzerland and Liechtenstein, Acting Assistant Secretary in the Department of Labor, and Commissioner of the WA Employment Security Department where I successfully built Paid Family and Medical Leave, I’ve seen both the glamourous and ugly sides of policy making and implementation. Through this, I have been able to have an impact at multiple levels of government. I look forward to helping you gain the skills, insights, and connections to do the same.

Fundamentally, this course is about WHO catalyzes policies and HOW policies and programs are implemented. It is not about cataloging WHAT policies exist or debating WHY they were developed.

Course flow:

We’ll start with an introduction to how the states work; dive into case studies on relevant state-led policies; hear stories from legislators, journalists, and others instrumental in this work - from the magnificent to the mundane; and then unpack, reverse engineer and pattern match key state efforts. You will then apply what you learned to consider your own proposed policy.  

I'm excited to learn with you!

Ambassador Suzi LeVine (you can read more about me at the bottom)

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Course Objectives:

If I’ve done my job well, upon successful completion of this course, you should be able to:

• Unpack and reverse engineer the source(s) of state-level policies.
• Engage with the individuals responsible for and impacted by those policies.
• Enumerate various methods to advance policy within and across States.
• Craft plans for the advancement of state-level policy.

Learning and Personal Development Goals

• Identify the power you have to make a difference, especially as you hear from different leaders working at the state level about some of their key success factors: the partnerships they have built, the patience they’ve embraced, and the persistence they’ve asserted.
• See yourself in some of the roles and people you’ll meet.
• Gain a sense of the differences between how States work regarding policymaking.
• Enumerate the relationship and tensions between the State and Federal governments.

All of the above are invaluable skills that will serve you well in your lives professionally and personally beyond your time here at UW.

Assignments:

Over the course of the quarter, you will have short weekly submissions, one paper, one podcast, and one final project. Here is an overview of the assignments with more detail to come:

• Reflection Writing (individual work – but you’re encouraged to discuss and debate with classmates before submitting)
  • Understanding State differences – To best understand both how individual States work as well as the differences between the States, it will help to hear about the different structures as well as learn about how they operate. Having each of you report on different states and measures will enable us to see and understand those differences in the real world.
  • Select a state and, using the tools introduced in the requirements for the first class, enumerate how policy gets codified there (for example – do they have a direct democracy or not), describe how their legislature works (for example – what is their session frequency and duration, are they full-time/part-time, etc..), and then write about a legislative/ballot measure they've passed in the past 5-10 years that has also been passed in another state. Please share whether the measure was initiated in that state or replicated from another state, what some of the differences are that emerged as it was replicated, and whether it passed on the first time through or took multiple years to pass. Consider other factors such as whether it was bipartisan, what sort of testimony was submitted, who testified, and whether it was signed into law by the Governor or overrode a veto.
  • I will create a sign-up sheet so that each student has a different state. Students will be discussing and comparing their state reports in class.
• 20-40 minute podcast (can be done in teams up to 3): Meet and interview state or local elected officials to share their stories of Partnership, Patience, and Persistence – as well as Policy. 
  • When you meet the electeds in class, you will learn about their unlikely partnerships and how some of their work has taken many years and sessions to come to fruition. You will write and record a Podcast on an elected official and a policy effort (achieved or thwarted) they had in this past/current legislative session (2025). I'd like you to identify and interview your electeds (legislators/representatives) and write about their partnerships and the stakeholders they engaged. I’d also like you to include those impacted by the legislation/policy. Ideally, you'll reach out to your state legislators, but you can also select county and/or city council members. This shared doc is where students can list who they’re interviewing so that each student has a different elected official. Additionally - ideally, you'll choose the one where you live/grew up, but you're also welcome to reach out to those who represent the University District or others you may know or want to know. If they do not respond, please let me know and I can assist.
• Final Project: Policy & Plan
  • Think about the state about which you reported in your first reflection writing. NOW – choose a state that has an opposite characteristic to that state (Ie – if you chose NY with its Democratic trifecta, you might want to choose a state that has a Republican trifecta. OR – if you chose a bicameral state, you may choose a unicameral state. If you chose a northern state, you may want to choose a southern state, etc…). Each person/team needs to choose a distinct state.
  • In teams up to 5, you will develop policy of your choosing, the analysis of the policy, the plan to deliver it, and the proposed for and against testimony from mock “witnesses”. Note – it could be new policy, an adaptation/correction of existing policy, or the resurrection of policy that previously failed to pass. The policy type could be: statute, rule, technical correction, or, if it’s a direct democracy state, ballot measure.
  • In your presentation, you will include the formal policy language, the rational for the policy (what problem/opportunity is it addressing), why you chose it, the process you’ll take to implement it, what aspects of your concentration(s) are relevant to the policy and/or its implementation, the budget (or as much detail as you can obtain), the stakeholders you’d engage (optional – it’d be great if you can secure actual input from stakeholders), the timelines for passage as well as implementation, the opposing arguments, the indicators you’ll track after it’s launched to gauge success and sustainability, the change management considerations (how do you prepare internal and external stakeholders and implementers for the new policy), and a simple SWOT analysis for the policy (strengths, weaknesses, opportunities, threats).
  • When you present to the class, I will expect you to do slides and/or diagrams with your policy proposal and to then perform mock testimony in favor and opposed to the policy. If it’s a ballot initiative, you should write it as if it’s going to be in the voters’ pamphlet to help voters decide. If the latter, be sure to mock-up plausible and relevant endorsements.
  • Please be prepared to deliver a 10–15-minute presentation with an additional 5 min Q&A. You will present the policy, share your plan, deliver testimony, and field questions from your fellow students who will be acting as committee members and/or an editorial board. Note – the length may vary depending on whether you build teams or not.
  • Other class members will act as either the committee hearing the proposed policy OR an editorial board listening to the proposed policy.

Course Requirements & Grading

Your grade for the course will reflect your work in four components as shown. Please note that you must have a record of engagement in each of the four course components outlined below to receive a passing grade.

Class Participation breakout:

Because this is an interactive and action-oriented course, consistent participation is a crucial ingredient for your success and that of your fellow classmates. You are expected to come to each class meeting prepared to ask questions, contribute substantively and thoughtfully to discussions, and to have absorbed and completed the assigned media and exercises.  To do this effectively, you must attend class regularly, complete writing assignments on time, and contribute to the conversation.

Contribute to the conversation

Active listening to hear, amplify, and/or constructively critique what your classmates say will be just as important as speaking up to share your perspectives and reflection. To ensure voice equity, we will practice amplification as designed by the women in the Obama White House and as described in this article. We will also embrace, where appropriate, the Loyal Dissenter concept I share in this LinkedIn post. During the first class, we will co-develop our preferred class etiquette.

Manage engagement with guest speakers

I created this sign-up sheet for students to help manage engagement with and interviewing of the guest speakers. This will include helping coordinate logistics, gathering and sharing biographies, and moderating the conversations with them.

Take and share notes

That sign-up sheet will also allow students to sign up for the rotation as the class’s designated note-taker. Having a designated note-taker ensures that we capture ideas, action items, and that the whole class can be profoundly present. Class members are then encouraged to notate/supplement/contribute to the class-notes on Canvas.

Logistics highlights:

• We will meet from 2:30-5:20pm Wednesdays from September 24 through December 5 plus finals.
• There may be Zoom sessions on one or two of the weeks we’ll meet, but otherwise, they’ll all be in person with occasional zoom guests.
• I will also have weekly office hours before class. If those times don’t work, I can be available for those who need separate time to meet and/or stroll.
• Timing TBD for final presentations

Housekeeping:

• Recommended podcasts, videos and readings will be shared in advance of the respective sessions.
• Biographical detail on the guests will be forthcoming prior to the respective sessions.

Student Responsibilities

• Collaboration and interaction is critical for this class. Thus, I expect profound respect for the diverse approaches and personalities team members have and bring to a group project and to the classroom. I expect deep listening, amplification of others’ ideas, and self-awareness of ones’ strengths and areas of development.
• I expect you to conduct yourself with professionalism, courtesy and respect in all interactions (whether in person or online) with one another and with me.
• Your regular attendance in weekly class meetings is expected unless you are ill or have an emergency that requires your absence.
• You are expected to come to class having completed the week’s assigned materials and prepared to participate substantively in classroom discussions and activities.
• This should go without saying, but I’ll say it anyway: Do not nap, read the paper, check email, send texts, surf the net, etc. during class. Turn cell phones off or set to vibrate. Use laptops or tablets only for class-related activities—i.e. note taking and completing in-class assignments.

Academic Misconduct & Plagiarism

Academic misconduct, such as unauthorized collaboration, cheating on exams, and plagiarism, is prohibited at UW and may result in disciplinary action. Here is more information: Plagiarism is a form of academic misconduct at UW. It is defined as the use of creations, ideas, or words of publicly available work without formally acknowledging the author or source through appropriate use of quotation marks, references, and the like. Plagiarism may lead to disciplinary action by the University against the student who submitted the work. If you are uncertain whether your use of the work of others constitutes plagiarism, consult your instructor for guidance before submitting coursework.

ChatGPT & Other Generative AI Tools

Submission of any portion of work produced by a generative AI program or tool as though it is your own is prohibited and could result in disciplinary action under the university's rules regarding academic misconduct. However, the use of AI programs and tools such as ChatGPT to support your completion of writing assignments in this course, while strongly discouraged, is not prohibited. Such tools may seem like a helpful shortcut but come at the expense of stifling the development of your curiosity, creativity, and capacity for independent thought. It is also the case that the quality of materials produced by AI tools or programs is often highly uneven, including content that is incomplete or inaccurate. I believe it is in your best interest to work through the struggles and challenges (and let's be honest, sometimes just plain anguish!) that come with writing on your own or with the support of other people, such as classmates, your instructor, or staff at campus writing centers. I also believe that what is most at stake concerning this issue is intellectual integrity without which our academic work has no real and lasting value. So, if you do choose to use ChatGPT or other AI tools to help generate ideas and brainstorm, you are required to disclose their use clearly. If you include material generated by an AI tool or program in assignments you submit in this course, it must be appropriately and fully cited the same as any other reference. Failure to do so constitutes plagiarism.  (To that end – many thanks to Professor Smallwood for this language regarding Student Responsibilities, Academic Misconduct, ChatGPT & Other Generative AI Tools, portions of the Course Requirements & Grading, and for the syllabus structure!)

Course Leadership:

Ambassador Suzan LeVine currently serves as a board director and community organizer. Her non-linear career and path to the workforce development world features experiences and expertise from the public, private, and non-profit sectors with a North Star of impact and was jump-started by her Brown University dual Sc.B. and A.B. degrees in Engineering and English. 

She most recently served as Acting Assistant Secretary for the Employment and Training Administration at the United States Department of Labor with a portfolio including unemployment insurance, apprenticeship, Job Corps, workforce development, foreign labor certification and more. She led the 1,000-person organization through the administration transition, managed an $11 billion budget, grew the organization by over 10% in 6 months, oversaw the issuance of more than $8 billion in workforce system grants, helped secure $2 billion in American Rescue Plan funding for the Unemployment Insurance System and revived the Advisory Committee on Apprenticeship.

This follows public sector positions as United States Ambassador to Switzerland and Liechtenstein under President Obama and the Commissioner for the Washington state Employment Security Department under Governor Inslee. During her time as Ambassador, highlights included increasing foreign direct investment by $3 billion and growing the Swiss model of apprenticeship in the United States. To catalyze this growth, she secured the agreement of 30 Swiss companies to build their apprenticeship programs in the United States.

Among her many accomplishments as Commissioner, she ran the 2,500-person agency, overseeing the on-time and on-budget launch of the nation’s first built-from-scratch Paid Family and Medical Leave program, delivering half a billion dollars to over 100,000 people in its first year. In the face of the pandemic, her agency hired 1,000 people in six months, provided over a million people with over $14 billion in unemployment benefits in only ten months, and addressed a massive fraud attack - recovering most of the money stolen.

Her private and non-profit sector roles included Windows 95 product manager and Director of Communications for Education at Microsoft and Vice President for Sales and Marketing in Luxury Travel at Expedia, Inc. Twice during her career, she was a stay-at-home mom of two kids, during which time she co-founded two non-profit organizations. Suzi serves on the non-profit boards of CareerWise USA, the Pacific Science Center, and the Thomas Jefferson Foundation (which oversees Monticello). In the for-profit realm, she sits on the board of Publicis Groupe and the advisory boards for OpenClassrooms and Syndio.

Most importantly, she enjoys spending time with her family, epic-walking and paddleboarding.

Religious Accommodations Policy

Washington state law requires that UW develop a policy for accommodation of student absences or significant hardship due to reasons of faith or conscience, or for organized religious activities. The UW’s policy, including more information about how to request an accommodation, is available at Religious Accommodations Policy (/staff-faculty/religious-accommodations-policy/).

Accommodations must be requested within the first two weeks of this course using the Religious Accommodations Request form (/students/religious-accommodations-request/).