Public Policy

Program Goals:

Public Policy Program Goals

• Place policy analysis in context: understand the multi-dimensional nature of social issues and problems, and appreciate both the appropriate application and limitation of skills developed in the core, by developing basic familiarity with the following areas of knowledge:(a) human organization and the cognitive capacities people bring to decision-making in these settings(b) the historical evolution of major public problems and social practices in the U.S.(c) comparative or international governmental institutions and social processes(d) economic systems, complex resource interdependencies, and trade relationships. (Introduced)
• A1.2. Problem is suitable to techniques of policy analysis.
• A1.3. Analysis and recommendations take into account multiple perspectives as relevant. Full criterion: Analysis and recommendations take into account multiple perspectives as relevant (including but not limited to differences by race, gender, class, etc.).
• A1.4. Assessment of alternatives includes attention to constraints of context. Full criterion: Assessment of alternatives includes attention to constraints of context (including e.g., organizational capacity, social-cultural realities, biases in human decision-making).
• A1.1. Policy problem and background statement reflect awareness of relevant context(s). Full criterion: Policy problem and background statement reflect awareness of relevant context(s) (historical, social, institutional, cross-national, etc.) necessary for understanding the problem.
• Understand the relationship between policy, social structures of inequality, and identity dimensions of gender, race, ethnicity and class, and the role of the individual in relation to these larger forces. (Introduced)
• A2.1. Policy problem and background statement reflect awareness of issue’s interaction with race, ethnicity, gender, class, and culture.
• A2.2. Analysis and recommendations take into account differences in perspectives and impact along these dimensions, as relevant.
• Understand the public policy-making process in the U.S., including the political and institutional contexts surrounding public decisions. (Introduced)
• A3.2. Recommendations are appropriate to the decision-making context (level of government, type of actor) for which the thesis is written.
• A3.1. Relevant political institutions (and relationships among them) are taken into account correctly, as these are relevant. Full criterion: Relevant political institutions (and relationships among them) are taken into account as these are relevant to the policy problem, analysis of alternatives, and recommendations, and information about relevant political institutions is accurate.
• Understand the processes of reasoning and argument in ethics and/or law,l and be able to offer, analyze, and critique such arguments. Have a basic awareness of the constitutional framework relevant to public policy decisions. (Introduced)
• A4.1. Ethical concerns are correctly identified and relevant ethical criteria are included in assessment of alternatives.
• A4.2. Legal concerns are correctly identified and relevant legal criteria are included in assessment of alternatives.
• A4.3. Thesis reflects understanding processes of reasoning and argument in ethics and/or law, and offers, analyzes, or critiques such. Full criterion: Thesis reflects understanding processes of reasoning and argument in ethics and/or law, and as appropriate offers, analyzes, or critiques such arguments
• A4.4. Demonstrates a basic awareness of the Constitutional framework relevant to public policy decisions.
• Understand basic quantitative analytical methods needed for assessing public policy problems and options. These methods include basic statistical techniques and fundamental concepts in economic theory. (Introduced)
• B1.2. Quantitative data are provided where relevant, and analyzed correctly with basic statistical techniques.
• B1.3. Relevant economic criteria (including efficiency) are included in assessment of alternatives.
• B1.1. Problem framing, policy analysis and recommendations reflect an appreciation for economic factors. Full criterion: Problem framing, policy analysis and recommendations reflect an appreciation for economic factors (including especially the effect of incentive structures on behavior); relevant economic theory/concepts are employed appropriately; and economics terminology is used correctly.
• Ability to analyze policy problems from different substantive areas, using appropriate analytical techniques and perspectives, and to conduct in-depth research as needed to understand a specific problem. (Introduced)
• B2.7. Limitations of data and/or analysis are recognized and addressed as feasible.
• B2.6. Recommendations are based on reliable data and conscientious application of criteria; consideration is given to implementation. Full criterion: Recommendations are based on reliable data and conscientious application of relevant criteria; consideration is given to implementation concerns relating to recommendations.
• B2.5. Relevant findings from other studies inform the analysis.
• B2.4. The most reliable and relevant data available were used, and all evidence is weighted according to quality.
• B2.2. The research design and data-gathering were suitable for addressing this problem.
• B2.1. The problem/question is clearly specified and its importance is explained and substantiated with evidence. Full criterion: The problem/question is clearly specified and its importance is explained and substantiated with evidence (including some quantitative data).
• B2.3. Appropriate and specific criteria for assessing alternatives are identified and applied. Full criterion: Appropriate and specific criteria for assessing alternatives are identified and applied (including generally: effectiveness, efficiency, feasibility, equity, relevant procedural or value-based criteria, etc.).
• Ability to communicate with clarity, conciseness, and coherence in both written and oral reports. The student will be sensitive to the needs of different audiences. (Introduced)
• C1.2. Paper is clearly organized; sections flow logically.
• C1.1. Writing is clear, grammatically and syntactically correct, and concise.
• C1.3. Complex and policy-specific facts and ideas are intelligible for a lay reader.

Core Goals:

Written & Oral Comm II

• Students will develop skills in writing, digital presentation, and oral communication, as complementary and equal parts of college-level communication and literacy. (Practiced)
• Students will communicate their policy proposals and analyses in written and oral forms, illustrating with digital media as appropriate.
• Students will be able to move easily and fluently between different rhetorical expectations and formal registers. (Practiced)
• Students will prepare two distinct genres of policy communications: the persuasive essay and the analytical memorandum.
• Students will develop and refine their own voice and sense of style. (Practiced)
• Students will have multiple opportunities to share draft papers and receive feedback from the instructor and peers to better understand how their policy proposals are interpreted by others.
• Students will practice and refine different forms of communication that are appropriate for the multiple contexts and disciplines that they engage with. (Practiced)
• Students will prepare two distinct genres of policy communications: the persuasive essay and the analytical memorandum.
• Students will understand thoroughly the relationship between form and content, (Practiced)
• In exploring two distinct genres of policy communications (the persuasive essay and the analytical memorandum) students will better understand the appropriateness of each form for different contexts, and the distinctions between analysis and advocacy.
• Students will understand the role of drafting, revising, presenting, and receiving, processing and using feedback as important parts of the writing process. (Practiced)
• Students will have multiple opportunities to share draft papers and receive feedback from the instructor and peers to better understand how their policy proposals are interpreted by others.

General Education Goals:

Written Communication II

• B. Write clearly organized essays with the following characteristics: effective paragraphing, thesis development, transitions, use and interpretation of evidence, evidence of larger structure and organization (Introduced)
• Students' policy analyses demonstrate logical structure, as well as skillful interpretation and use of evidence.
• C. Write essays that incorporate examples from other writers, demonstrate critical thinking and interpretation about the ideas of other writers, and use correct documentation for these examples (Introduced, Practiced)
• Students' policy analyses incorporate data and/or arguments from relevant sources, properly cited.
• D. Use draft and revision processes, demonstrate understanding of different stages of the writing process, and engage in editing and revision of peer essays (Introduced)
• Students' policy analyses will be completed through an iterative process of editing and peer review.
• Be familiar with and able to use the tools and resources of an academic library in addition to Internet resources (Introduced, Practiced)
• Students develop secondary research skills and apply those skills to their policy analysis papers.
• Be competent in the use of the citation style appropriate to a discipline (Introduced)
• Students' written work will exhibit the norms of the policy analysis genre, including citation style.

Program Goals:

Politics, Econ, Policy & Law Program Goals

• Students will learn to recognize the diverse forms of power that characterize various political systems. (Introduced)
• Students will identify the relevant stakeholders impacted by a particular policy or political debate and assess their influence over that policy or area.
• Students will identify the different institutions that exercise power in politics or that structure political competition in a particular political system or in a particular issue area.
• Students will become familiar with fundamental scholarship and cutting edge research in political science, economics, public policy and law. (Introduced)
• Students will apply fundamental disciplinary concepts and current scholarly critiques relevant to their topic.
• Students will correctly identify concepts relevant to the discipline in their writing and exams.
• Students will describe fundamental scholarly concepts and current scholarly controversies relevant to the disciplines being explored.
• Students will learn to think critically by formulating alternative explanations for events and trends in contemporary political, economic and legal affairs. (Introduced)
• Students will evaluate the relative merit of alternative explanations or proposals against their own.
• Students will identify alternative explanations for the outcomes they seek to explain or develop alternative proposals for the problem they seek to solve.

Core Goals:

International Perspectives

• Students will reflect on their value systems and way of understanding the world and understand that these are not universal. (Introduced)
• Students will be able to summarize at least two political ideologies that are not predominant in the United States and compare and contrast them with their own ideology. Students will be able to identify their own political rights and activities and compare and contrast them with those of individuals in at least two other political systems.
• Students will analyze the history, arts, politics, language, economy of a non-Western national context using scholarly or creative perspectives from the culture being studied and demonstrate the ability to contrast these with dominant US perspectives. (Introduced)
• Students will be able to identify alternative sources of information about politics in other countries beyond of dominant US news and academic outlets. Students will be able to identify at least four respected scholars from a non-Western country who are writing about comparative politics and identify their main contributions to the field. Students will be able to compare and contrast dominant US academic frameworks with those generated in other countries.
• Students will demonstrate knowledge of at least one ethnic or national group and its experiences outside of the United States. (Introduced)
• Students will be able to identify their own political rights and activities and compare and contrast them with those of individuals in at least two other political systems. Students will be able to describe the political system, political debates, and contemporary political challenges facing at least two countries beyond the US.
• Students will demonstrate knowledge of intellectual and/or creative contributions from at least one culture, country, or region outside of the United States. (Introduced)
• Students will be able to identify alternative sources of information about politics in other countries beyond of dominant US news and academic outlets. Students will be able to identify at least four respected scholars from a non-Western country who are writing about comparative politics and identify their main contributions to the field. Students will be able to compare and contrast dominant US academic frameworks with those generated in other countries

General Education Goals:

Human Institutions & Behavior

• Understand a model of human behavior, how it departs from the models of related disciplines, and what phenomena it is useful for explaining (Introduced)
• Explain variation in political outcomes across countries using rational choice, structuralist, and cultural approaches to the study of politics.
• Have a command of the basic concepts from one of the disciplines (Introduced)
• Define, and demonstrate competence in employing, the main concepts of state, nation, and regime, as well as related sub-concepts like state strength, nationalism, democracy, and authoritarianism.
• Understand how theories of human behavior are tested scientifically (Introduced)
• Design case study comparisons using most different and most similar systems design.
• Identify the comparative method scholars employ in the texts read for the course.

Program Goals:

Politics, Econ, Policy & Law Program Goals

• Students will learn to recognize the diverse forms of power that characterize various political systems. (Introduced)
• Students will identify the different institutions that exercise power in politics or that structure political competition in a particular political system or in a particular issue area.
• Students will identify the relevant stakeholders impacted by a particular policy or political debate and assess their influence over that policy or area.
• Students will become familiar with fundamental scholarship and cutting edge research in political science, economics, public policy and law. (Introduced)
• Students will correctly identify concepts relevant to the discipline in their writing and exams.
• Students will describe fundamental scholarly concepts and current scholarly controversies relevant to the disciplines being explored.
• Students will learn to think critically by formulating alternative explanations for events and trends in contemporary political, economic and legal affairs. (Introduced)
• Replacing GOVT 017

Core Goals:

International Perspectives

• Students will reflect on their value systems and way of understanding the world and understand that these are not universal. (Introduced)
• Written work will require students to consider objectives and circumstances of countries in East Asia, Sub-Saharan Africa and Central Eurasia, thereby exposing them to worldviews foreign to that of the USA.
• Students will analyze the history, arts, politics, language, economy of a non-Western national context using scholarly or creative perspectives from the culture being studied and demonstrate the ability to contrast these with dominant US perspectives. (Introduced)
• Written work will demand that students demonstrate familiarity with scholarship originating in East Asia, Sub-Saharan Africa and Central Eurasia pertinent to international affairs.
• Students will demonstrate knowledge of at least one ethnic or national group and its experiences outside of the United States. (Introduced)
• Written work will require students to present evidence drawn from the history and culture of at least one nationality in East Asia, Sub-Saharan Africa and Central Eurasia.
• Students will demonstrate knowledge of intellectual and/or creative contributions from at least one culture, country, or region outside of the United States. (Introduced)
• Written work will require students to be familiar with scholarship on international relations written by local scholars in East Asia, Sub-Saharan Africa and Central Eurasia.

Program Goals:

Politics, Econ, Policy & Law Program Goals

• Students will learn to recognize the diverse forms of power that characterize various political systems. (Introduced)
• Students will identify the relevant stakeholders impacted by a particular policy or political debate and assess their influence over that policy or area.
• Students will become familiar with fundamental scholarship and cutting edge research in political science, economics, public policy and law. (Introduced)
• Students will apply fundamental disciplinary concepts and current scholarly critiques relevant to their topic.
• Students will describe fundamental scholarly concepts and current scholarly controversies relevant to the disciplines being explored.
• Students will correctly identify concepts relevant to the discipline in their writing and exams.
• Students will learn to think critically by formulating alternative explanations for events and trends in contemporary political, economic and legal affairs. (Introduced)
• Students will evaluate the relative merit of alternative explanations or proposals against their own.
• Students will identify alternative explanations for the outcomes they seek to explain or develop alternative proposals for the problem they seek to solve.

General Education Goals:

Human Institutions & Behavior

• Recognize the difference between empirical, theoretical, and ethical questions regarding human behavior (Introduced)
• In class discussions of legal approaches to social issues, students will grapple with empirical findings that may run counter to both theoretical predictions and their own value-based assumptions.
• Understand a model of human behavior, how it departs from the models of related disciplines, and what phenomena it is useful for explaining (Introduced)
• Students will be able to explain classical and contemporary approaches to interpreting the relationship between law and society.
• Have a command of the basic concepts from one of the disciplines (Introduced)
• Students will be familiar with basic concepts from law and society including the role and structure of legal institutions, precedent, constitutional rights, and legal mobilization.
• Recognize that human behavior is affected by factors ranging from the psychological to the global (Introduced)
• Understand the difference between personal experience, social interaction and cultural institutions.
• Understand the relationships between law and global economic and political structures; analyze law as a tool for social change and an instrument of social control.

Written Communication II

• A. Demonstrate familiarity with a variety of rhetorical forms and how these forms are used in specific academic disciplines, cultural contexts, and institutions outside the academy (Introduced, Practiced)
• Students produce essays that demonstrate ability to critically analyze primary sources such as legal cases, government reports, advocacy briefs, and newspaper editorials.
• Students complete written, oral, and multi-media presentations to share information about legal theory and practice, sociological research, and public policy issues to a variety of academic and lay audiences.
• B. Write clearly organized essays with the following characteristics: effective paragraphing, thesis development, transitions, use and interpretation of evidence, evidence of larger structure and organization (Introduced, Practiced, Mastered)
• Students will analyze essays (published and of their peers) for the following characteristics: effective paragraphing, thesis development, transitions, use and interpretation of evidence, evidence of larger structure and logical organization.
• Students will write essays summarizing and critiquing empirical and theoretical academic articles using clearly organized essays demonstrating effective paragraphing, clearly identified and developed theses, effective transitions, and coherent use of evidence and research resources.
• C. Write essays that incorporate examples from other writers, demonstrate critical thinking and interpretation about the ideas of other writers, and use correct documentation for these examples (Introduced, Practiced)
• Students will integrate and interpret examples from other writers into their essays and exams.
• Students will write essays and exams comparing and contrasting different socio-legal theorists, applying different theories to legal debates and documenting sources correctly.
• D. Use draft and revision processes, demonstrate understanding of different stages of the writing process, and engage in editing and revision of peer essays (Introduced, Practiced)
• Students will apply their understanding of the stages of the writing process in their editing of peer essays.
• Students complete a research paper over the course of the semester, including a paper proposal, research agenda, peer edit, first draft, and final draft. Students will maintain a journal of the research and writing process.
• E. Write in a style that is both personally expressive and compatible with the specific discipline or context of the project (Introduced, Practiced)
• Students will practice writing in different modes, genres, and styles in order better to understand, identify, and practice the modes and styles of writing suited to different audiences and disciplinary paradigms.
• Students demonstrate ability to make and communicate their individual assessments of the specific legal, social, and political problems addressed in essays and exams.
• Produce essays and other forms of writing free from sentence level error and identify where to get further information about such errors (e.g., how to use a handbook) (Introduced, Practiced)
• Students present grammatically correct work and demonstrate ability to identify and use reference material to avoid errors.
• Students complete peer edits of essays and writing assignments to improve writing and editing capabilities.
• Be familiar with and able to use the tools and resources of an academic library in addition to Internet resources (Introduced, Practiced)
• Explore and utilize legal research tools to access and analyze statutes, regulations, legal cases, and law review articles.
• Students will contribute to the course website and develop online resources for class projects and written assignments.
• Be competent in the use of the citation style appropriate to a discipline (Introduced, Practiced)
• Recognize legal citations and utilize them appropriately in written assignments.
• Complete a legal research paper demonstrating proper citation of case law and academic articles.

Program Goals:

Public Policy Program Goals

• Understand basic quantitative analytical methods needed for assessing public policy problems and options. These methods include basic statistical techniques and fundamental concepts in economic theory. (Practiced)
• Problem framing, policy analysis and recommendations reflect an appreciation for economic factors. Full criterion: Problem framing, policy analysis and recommendations reflect an appreciation for economic factors (including especially the effect of incentive structures on behavior); relevant economic theory/concepts are employed appropriately; and economics terminology is used correctly.
• Ability to analyze policy problems from different substantive areas, using appropriate analytical techniques and perspectives, and to conduct in-depth research as needed to understand a specific problem. (Practiced)
• Recommendations are based on reliable data and conscientious application of criteria; consideration is given to implementation. Full criterion: Recommendations are based on reliable data and conscientious application of relevant criteria; consideration is given to implementation concerns relating to recommendations.
• Relevant findings from other studies inform the analysis.
• Appropriate and specific criteria for assessing alternatives are identified and applied. Full criterion: Appropriate and specific criteria for assessing alternatives are identified and applied (including generally: effectiveness, efficiency, feasibility, equity, relevant procedural or value-based criteria, etc.).
• The research design and data-gathering were suitable for addressing this problem.
• The problem/question is clearly specified and its importance is explained and substantiated with evidence. Full criterion: The problem/question is clearly specified and its importance is explained and substantiated with evidence (including some quantitative data).
• Limitations of data and/or analysis are recognized and addressed as feasible.
• The most reliable and relevant data available were used, and all evidence is weighted according to quality.

Core Goals:

Quantitative Literacy

• Interpretation: Students will have the ability to explain information presented in mathematical and computational forms. (Practiced)
• Students will identify and correctly use statistical methods appropriate to the analysis of specific policy problems, such as descriptive statistics, sampling, crosstabulation, or linear regression.
• Representation: Students will be able to convert information into mathematical and computational forms analytically and/or using computational tools. (Practiced)
• Students will identify and correctly use statistical methods appropriate to the analysis of specific policy problems, such as descriptive statistics, sampling, crosstabulation, or linear regression.
• Analysis: Students will be able to draw appropriate conclusions using mathematical or computational reasoning and understand the limits of such conclusions and the assumptions on which they are based. (Practiced)
• Students will identify and correctly use statistical methods appropriate to the analysis of specific policy problems, such as descriptive statistics, sampling, crosstabulation, or linear regression.
• Communication: Students will be able to communicate quantitative ideas in the languages of mathematics, computer science, or quantitative social sciences and will be able to utilize quantitative information in support of an argument. (Practiced)
• Students will identify and correctly use statistical methods appropriate to the analysis of specific policy problems, such as descriptive statistics, sampling, crosstabulation, or linear regression.

General Education Goals:

Quan. & Comp. Reasoning

• Understand the structure and development of logical arguments (Practiced)
• Students' policy analyses will demonstrate logical structure, including a concise description of a policy problem, sufficient contextual information, the identification of policy methods suitable to analzying the problem, and recommendations supported by the analysis.
• Understand and apply the fundamental ideas of probability and statistics (Practiced)
• Students will identify and correctly use statistical methods appropriate to the analysis of specific policy problems, such as descriptive statistics, sampling, crosstabulation, or linear regression.

Written Communication II

• A. Demonstrate familiarity with a variety of rhetorical forms and how these forms are used in specific academic disciplines, cultural contexts, and institutions outside the academy (Practiced)
• Students' written work will differentiate between analytical reports and advocacy, as appropriate.
• B. Write clearly organized essays with the following characteristics: effective paragraphing, thesis development, transitions, use and interpretation of evidence, evidence of larger structure and organization (Practiced)
• Students' policy analyses will demonstrate logical structure.
• C. Write essays that incorporate examples from other writers, demonstrate critical thinking and interpretation about the ideas of other writers, and use correct documentation for these examples (Practiced)
• Students' policy analyses will incorporate data and/or arguments from relevant sources, properly cited.
• D. Use draft and revision processes, demonstrate understanding of different stages of the writing process, and engage in editing and revision of peer essays (Practiced)
• Students' policy analyses will be completed through an iterative process of editing and peer review.
• E. Write in a style that is both personally expressive and compatible with the specific discipline or context of the project (Practiced)
• Students' written work will exhibit the norms of the policy analysis genre.

Program Goals:

Politics, Econ, Policy & Law Program Goals

• Students will become familiar with fundamental scholarship and cutting edge research in political science, economics, public policy and law. (Practiced)
• Students will correctly identify concepts relevant to the discipline in their writing and exams.
• Students will describe fundamental scholarly concepts and current scholarly controversies relevant to the disciplines being explored.
• Students will learn to think critically by formulating alternative explanations for events and trends in contemporary political, economic and legal affairs. (Practiced)
• Students will evalute the relative merit of alternative explanations or proposals against their own.
• Students will identify alternative explanations for the outcomes they seek to explain or develop alternative proposals for the problem they seek to solve.

Core Goals:

Written & Oral Comm II

• Students will develop skills in writing, digital presentation, and oral communication, as complementary and equal parts of college-level communication and literacy. (Introduced)
• See all criteria below.
• Students will be able to move easily and fluently between different rhetorical expectations and formal registers. (Introduced)
• Identify the rhetorical style and formal register normally used in a literature review, policy memorandum, formal oral presentation, and Wikipedia entry? Having identified these styles and registers, can you use them in your own communication in each of these media?
• Students will develop and refine their own voice and sense of style. (Introduced)
• Recognize the range of acceptable voices and styles in literature reviews, policy memorandums, formal oral presentations, and Wikipedia entries? Write and speak in a way that feels true to your personality while respecting the range of acceptable voices and styles for the medium you are using?
• Students will practice and refine different forms of communication that are appropriate for the multiple contexts and disciplines that they engage with. (Introduced)
• Describe what differentiates a literature review, policy memorandum, formal oral presentation, and Wikipedia entry? Adapt your own writing and oral communication to meet the expectations of each medium?
• Students will understand thoroughly the relationship between form and content, (Introduced)
• Distinguish the elements of form versus the content of a literature review, policy memorandum, formal oral presentation, and Wikipedia entry? Describe the elements of form you are deploying in your own communication and explain why they are appropriate to for the content you wish to convey?
• Students will understand the role of drafting, revising, presenting, and receiving, processing and using feedback as important parts of the writing process. (Introduced)
• Evaluate peers’ communication and provide helpful, concrete feedback to improve it? Summarize what you need to revise in your own work based on self and peer-evaluation? Actually adapt your own work based on feedback?

Program Goals:

Politics, Econ, Policy & Law Program Goals

• Students will learn to recognize the diverse forms of power that characterize various political systems. (Practiced)
• Students will identify the relevant stakeholders impacted by a particular policy or political debate and assess their influence over that policy or area.
• Students will identify the different institutions that exercise power in politics or that structure political competition in a particular political system or in a particular issue area.
• Students will become familiar with fundamental scholarship and cutting edge research in political science, economics, public policy and law. (Practiced)
• Students will apply fundamental disciplinary concepts and current scholarly critiques relevant to their topic.
• Students will correctly identify concepts relevant to the discipline in their writing and exams.
• Students will identify the relevant stakeholders impacted by a particular policy or political debate and assess their influence over that policy or area.
• Students will learn to think critically by formulating alternative explanations for events and trends in contemporary political, economic and legal affairs. (Practiced)
• Students will evaluate the relative merit of alternative explanations or proposals against their own.
• Students will identify alternative explanations for the outcomes they seek to explain or develop alternative proposals for the problem they seek to solve.

General Education Goals:

Women and Gender

• Demonstrate an awareness of the distinctive contributions of women to culture or history or science (Introduced)
• Students understandf how increasing women's political representation in government at the local, state, and national levels can affect both policy and the process of governing.
• Demonstrate awareness of the impact of race, class, national origin, and other significant differences as well as the commonalties in women's experience (Introduced)
• Students understand how race, class, and other social identity dimensions interact with gender to shape women's political participation.
• Analyze current and past social issues pertaining to gender (Practiced)
• Students understand the gendering of both policy issues and the political process.

General Education Goals:

Human Institutions & Behavior

• Recognize the difference between empirical, theoretical, and ethical questions regarding human behavior (Practiced)
• In class discussions of different issues and related policy approaches, students will grapple with empirical findings that may run counter to both theoretical predictions and their own value-based assumptions.
• Understand how theories of human behavior are tested scientifically (Practiced)
• In papers and discussion, students will demonstrate a recognition of good social science evidence, and will ground arguments in social science evidence (as well as ethical principles clearly identified as such).
• Recognize that human behavior is affected by factors ranging from the psychological to the global (Practiced)
• Student’s analysis of problems and policy options will reflect awareness of the influence on behavior of such factors as economic systems (including incentive structures) and processes of social cognition (including stereotypes or schemas).

Women and Gender

• Demonstrate awareness of the impact of race, class, national origin, and other significant differences as well as the commonalties in women's experience (Introduced, Practiced)
• Student’s analysis of problems and policies will reflect an understanding of how and why impacts may differ by race, class, and other social identity categories.
• Demonstrate familiarity with theories of gender (Practiced)
• Students will understand how alternative conceptions (theories) of gender justice encompass different assumptions and have different implications for policy design.
• Analyze current and past social issues pertaining to gender (Mastered)
• When presented with a gender-relevant social problem and/or set of policy alternatives, student will be able to apply relevant frameworks from varying disciplines (e.g., economics, law, social psychology) to arrive at deeper understanding of the problem and implications of alternative solutions.
• Student will be able to recognize the potential for unintended negative consequences in particular policy options relating to gender equity.

Program Goals:

Politics, Econ, Policy & Law Program Goals

• Students will learn to recognize the diverse forms of power that characterize various political systems. (Practiced)
• Replacing GOVT 130
• Students will become familiar with fundamental scholarship and cutting edge research in political science, economics, public policy and law. (Practiced)
• Replacing GOVT 130
• Students will learn to think critically by formulating alternative explanations for events and trends in contemporary political, economic and legal affairs. (Practiced)
• Replacing GOVT 130

General Education Goals:

Written Communication II

• B. Write clearly organized essays with the following characteristics: effective paragraphing, thesis development, transitions, use and interpretation of evidence, evidence of larger structure and organization (Practiced)
• Following an sample structure, write an essay that effectively summarizes and evaluates alternate arguments for a political outcome Deploy empirical evidence to support or challenge competing arguments Structure individual paragraphs so that each sentence of the paragraph flows logically from the previous sentence
• C. Write essays that incorporate examples from other writers, demonstrate critical thinking and interpretation about the ideas of other writers, and use correct documentation for these examples (Practiced)
• Effectively summarize and paraphrase others’ claims Identify and evaluate the relative merit of competing explanations for political outcomes Accurately cite scholarly work and develop bibliography using the Author-Date system from the Chicago Manual of Style
• D. Use draft and revision processes, demonstrate understanding of different stages of the writing process, and engage in editing and revision of peer essays (Practiced)
• Revise each section of the research paper twice over the course of the semester, first for structural improvements and second for grammatical, sentence-level improvements Identify how she has modified paper to address problems in previous drafts
• Be familiar with and able to use the tools and resources of an academic library in addition to Internet resources (Practiced)
• Use library databases to locate scholarly articles and books, as well as news coverage, which allow her to address specific research question
• Be competent in the use of the citation style appropriate to a discipline (Practiced)
• Accurately cite scholarly work and develop bibliography using the Author-Date system from the Chicago Manual of Style

Program Goals:

Politics, Econ, Policy & Law Program Goals

• Students will learn to recognize the diverse forms of power that characterize various political systems. (Practiced)
• Students will identify the relevant stakeholders impacted by a particular policy or political debate and assess their influence over that policy or area.
• Students will identify the different institutions that exercise power in politics or that structure political competition in a particular political system or in a particular issue area.
• Students will become familiar with fundamental scholarship and cutting edge research in political science, economics, public policy and law. (Practiced)
• Students will apply fundamental disciplinary concepts and current scholarly critiques relevant to their topic.
• Students will correctly identify concepts relevant to the discipline in their writing and exams.
• Students will describe fundamental scholarly concepts and current scholarly controversies relevant to the disciplines being explored.
• Students will learn to think critically by formulating alternative explanations for events and trends in contemporary political, economic and legal affairs. (Practiced)
• Students will evaluate the relative merit of alternative explanations or proposals against their own.
• Students will identify alternative explanations for the outcomes they seek to explain or develop alternative proposals for the problem they seek to solve.

Program Goals:

Government Program Goals

• Students will learn to recognize the diverse forms of power that characterize various political systems and appreciate the factors that affect the exercise of political power. (Introduced)
• Senior theses written by government majors will be read by members of the department faculty, who will evaluate the degree to which the papers demonstrate a clear recognition of diverse forms of power.
• Students will be given a short quiz in introductory government courses that tests their recognition of influential theories of power; they will be given the same test during the first semester of their senior year; note will be taken of improvements (or lack thereof) in their ability to recognize major theories.
• Students will learn to communicate responsibly and effectively by constructing and presenting well-conceived and well-written arguments. (Practiced)
• Senior theses written for the department will be surveyed by members of the government faculty, who will determine the extent to which the papers exhibit a coherent flow, and also whether or not they contain fewer than five errors of grammar and syntax.

Public Policy Program Goals

• Understand the relationship between policy, social structures of inequality, and identity dimensions of gender, race, ethnicity and class, and the role of the individual in relation to these larger forces. (Introduced, Practiced)
• Students will be able to make and critique moral arguments about equality, race and gender, and demonstrate their understanding of moral controversies surrounding these issues. These abilities will be assessed in relation to the clarity and logical consistency of their arguments and the strength of the connection of these arguments to policy issues that specifically address equality, race and gender.

Government Program Goals

• Students will learn to think critically by formulating alternative explanations for events and trends in the contemporary world. (Introduced)
• Senior theses submitted to the government department will be surveyed by members of the faculty to determine whether or not they offer two or more plausible alternative explanations for the research question at hand.
• At the conclusion of upper-division courses offered by the government department, students will submit at least two plausible research questions, based on material covered in that course, that can provide the basis for further exploration in subsequent classes.

Public Policy Program Goals

• Understand the processes of reasoning and argument in ethics and/or law,l and be able to offer, analyze, and critique such arguments. Have a basic awareness of the constitutional framework relevant to public policy decisions. (Introduced, Practiced, Mastered)
• This is the content of the class, and students will demonstrate their understanding of processes of moral argument through their facility in formulating and expressing their own arguments. This facility will be judged by the criteria listed for the mission and program goals described above.

Government Program Goals

• Students will become familiar with fundamental scholarship and cutting edge research in political science. (Practiced)
• Senior theses submitted to the government department will be surveyed by the faculty, who will determine whether the papers cite the publications of at least six major scholars, whose work is pertinent to the topic at hand.
• Students will be given a short quiz in introductory government courses that tests their familiarity with fundamental scholarship in political science; they will be given the same test during the first semester of their senior year; note will be taken of improvements (or lack thereof) in their familiarity with classic and cutting-edge scholarship.

Public Policy Program Goals

• Ability to communicate with clarity, conciseness, and coherence in both written and oral reports. The student will be sensitive to the needs of different audiences. (Introduced, Practiced)
• Students will present both oral and written arguments and have them graded on the basis of the ability of the instructor and other students to understand them, as well as their consistency and economy of language, and the sharpness their focus. Students will be expected to apply these same criteria to the evaluation of moral arguments presented by others to a variety of audiences, in settings ranging from social movements, election campaigns, legislative proceedings and courts.

General Education Goals:

Human Institutions & Behavior

• Recognize the difference between empirical, theoretical, and ethical questions regarding human behavior (Practiced)
• Students will be introduced to the differences between normative and empirical reasoning and will learn to recognize the differences between "is" and "ought" statements as premises in arguments. They will be tested on these distinctions and their ability to recognize and formulate arguments of either type.
• Understand a model of human behavior, how it departs from the models of related disciplines, and what phenomena it is useful for explaining (Introduced)
• Students will be introduced to several distinctive models of public policy-making processes that account for the influences of public values and value conflicts on these processes. Students will be tested on their understanding of these models, their analytic strengths and weaknesses, and their ability to use them in assessing the implications of their own moral arguments for policy-making processes and outcomes.
• Recognize that human behavior is affected by factors ranging from the psychological to the global (Introduced)
• Students will be able to identify and describe multiple factors that influence the policy-making process. They will be able to evaluate and critique from a behavioral perspective the practical feasibility of moral arguments ranging from those prescribing invidual practice in political roles to those that assert moral truths about global justice and global ethical imperatives.

General Education Goals:

Human Institutions & Behavior

• Recognize the difference between empirical, theoretical, and ethical questions regarding human behavior (Practiced)
• In class discussions of legal approaches to social issues, students will grapple with empirical findings that may run counter to both theoretical predictions and their own value-based assumptions.
• Understand a model of human behavior, how it departs from the models of related disciplines, and what phenomena it is useful for explaining (Practiced)
• Students will be able to apply a legal framework to policy problems, and understand how such a framework contrasts with frameworks from other disciplines, especially economics, that are used in understanding policy problems.
• Have a command of the basic concepts from one of the disciplines (Practiced)
• Students will be familiar with basic concepts from law including the role and structure of legal institutions and their products (court decisions, administrative regulations, statutes), and the roles of precedent and constitutional rights.
• Recognize that human behavior is affected by factors ranging from the psychological to the global (Practiced)
• Understand the difference between personal experience, social interaction and societal institutions.

Program Goals:

Politics, Econ, Policy & Law Program Goals

• Students will learn to recognize the diverse forms of power that characterize various political systems. (Practiced)
• Students will identify the relevant stakeholders impacted by a particular policy or political debate and assess their influence over that policy or area.
• Students will identify the different institutions that exercise power in politics or that structure political competition in a particular political system or in a particular issue area.
• Students will become familiar with fundamental scholarship and cutting edge research in political science, economics, public policy and law. (Practiced)
• Students will apply fundamental disciplinary concepts and current scholarly critiques relevant to their topic.
• Students will correctly identify concepts relevant to the discipline in their writing and exams.
• Students will describe fundamental scholarly concepts and current scholarly controversies relevant to the disciplines being explored.
• Students will learn to think critically by formulating alternative explanations for events and trends in contemporary political, economic and legal affairs. (Practiced)
• Students will evaluate the relative merit of alternative explanations or proposals against their own.
• Students will identify alternative explanations for the outcomes they seek to explain or develop alternative proposals for the problem they seek to solve.

Core Goals:

International Perspectives

• Students will reflect on their value systems and way of understanding the world and understand that these are not universal. (Practiced)
• Identify one or more strongly-held assumptions about an African society, economy, or political system and collect reliable evidence that counters this assumption. Compare and contrast their own political activity and assumptions with that of citizens in one or more African country. Compare and contrast their power in global politics and economics with that of an African citizen with a relatively similar educational or familial background.
• Students will analyze the history, arts, politics, language, economy of a non-Western national context using scholarly or creative perspectives from the culture being studied and demonstrate the ability to contrast these with dominant US perspectives. (Practiced)
• Summarize the dominant scholarly frameworks for explaining African politics and critique them using at least one alternative framework developed in African academe. Draw on scholarly, literary, and popular sources from the continent to identify how lived experiences in African countries compare with dominant scholarly representations of African realities.
• Students will demonstrate knowledge of at least one ethnic or national group and its experiences outside of the United States. (Practiced)
• Draw on scholarly, literary, and popular sources from the continent to identify how lived experiences in African countries compare with dominant scholarly representations of African realities. Compare and contrast their power in global politics and economics with that of an African citizen with a relatively similar educational or familial background.
• Students will demonstrate knowledge of intellectual and/or creative contributions from at least one culture, country, or region outside of the United States. (Practiced)
• Draw on scholarly, literary, and popular sources from the continent to identify how lived experiences in African countries compare with dominant scholarly representations of African realities.

Program Goals:

Politics, Econ, Policy & Law Program Goals

• Students will learn to recognize the diverse forms of power that characterize various political systems. (Practiced)
• Students will identify the relevant stakeholders impacted by a particular policy or political debate and assess their influence over that policy or area.
• Students will identify the different institutions that exercise power in politics or that structure political competition in a particular political system or in a particular issue area.
• Students will become familiar with fundamental scholarship and cutting edge research in political science, economics, public policy and law. (Practiced)
• Students will apply fundamental disciplinary concepts and current scholarly critiques relevant to their topic.
• Students will correctly identify concepts relevant to the discipline in their writing and exams.
• Students will describe fundamental scholarly concepts and current scholarly controversies relevant to the disciplines being explored.
• Students will learn to think critically by formulating alternative explanations for events and trends in contemporary political, economic and legal affairs. (Practiced)
• Students will evaluate the relative merit of alternative explanations or proposals against their own.
• Students will identify alternative explanations for the outcomes they seek to explain or develop alternative proposals for the problem they seek to solve.

Core Goals:

Race, Gender & Power

• Students will demonstrate the ability to analyze race and gender as socially constructed, dynamic identity categories related to systems of power and privilege. (Practiced)
• - Explain how governments of at least two countries created and assigned racial categories for the purposes of limiting citizenship and access to state power and explain how excluded racial groups used social movements, civic engagement, and other strategies to challenge these racial categories and limitations. - Explain how nationalism and nationalist discourses contribute to the construction of gender categories and norms and how marginalized communities have challenged high gendered nationalism.
• Students will analyze the ways in which race and gender intersect with other identity categories including sexuality, class, ethnicity, religion, disability, age, citizenship and nationality. (Practiced)
• - Explain how governments of at least two countries created and assigned racial categories for the purposes of limiting citizenship and access to state power and explain how excluded racial groups used social movements, civic engagement, and other strategies to challenge these racial categories and limitations. - Contrast the citizenship rights states have historically granted to men and women of different racial or ethnic categories and identify the reasons for states’ differential treatment.
• Students will demonstrate familiarity with the ways that marginalized communities have resisted structures of power through social movements, civic engagement, artistic expression, and scholarship. (Practiced)
• - Explain how governments of at least two countries created and assigned racial categories for the purposes of limiting citizenship and access to state power and explain how excluded racial groups used social movements, civic engagement, and other strategies to challenge these racial categories and limitations. - Explain how nationalism and nationalist discourses contribute to the construction of gender categories and norms and how marginalized communities have challenged highly gendered nationalism.
• Students will be able to engage with the intellectual and theoretical contributions of marginalized communities, and contrast them with dominant perspectives. (Practiced)
• - Summarize state-sanctioned explanations for racial and gender categorizations and the denial of citizenship rights and contrast these explanations with counter-arguments offered in scholarly works and public spaces (media, speeches, etc.) by members of marginalized communities. - Identify the potential costs to those individuals who counter state-sanctioned explanations and dominant perspectives and explain how those vary across states and time.
• Students will communicate effectively across differences with an understanding of their own social location. (Practiced)
• - Formulate a political and historical explanation for one’s own social location that takes into account state policies regarding race, gender, and citizenship. - Compare and contrast the political and historical explanation for one’s own social location with that of a seemingly similar individual in another country. - Actively listen to other students even when in disagreement and frame responses to challenging statements in appropriate forms of nonviolent communication GOVT 141

Program Goals:

Politics, Econ, Policy & Law Program Goals

• Students will learn to recognize the diverse forms of power that characterize various political systems. (Practiced)
• Students will identify the relevant stakeholders impacted by a particular policy or political debate and assess their influence over that policy or area.
• Students will identify the different institutions that exercise power in politics or that structure political competition in a particular political system or in a particular issue area.
• Students will learn to think critically by formulating alternative explanations for events and trends in contemporary political, economic and legal affairs. (Practiced)
• Students will evaluate the relative merit of alternative explanations or proposals against their own.
• Students will identify alternative explanations for the outcomes they seek to explain or develop alternative proposals for the problem they seek to solve.

Program Goals:

Politics, Econ, Policy & Law Program Goals

• Students will learn to recognize the diverse forms of power that characterize various political systems. (Practiced)
• Students will identify the relevant stakeholders impacted by a particular policy or political debate and assess their influence over that policy or area.
• Students will identify the different institutions that exercise power in politics or that structure political competition in a particular political system or in a particular issue area.
• Students will become familiar with fundamental scholarship and cutting edge research in political science, economics, public policy and law. (Practiced)
• Students will apply fundamental disciplinary concepts and current scholarly critiques relevant to their topic.
• Students will correctly identify concepts relevant to the discipline in their writing and exams.
• Students will describe fundamental scholarly concepts and current scholarly controversies relevant to the disciplines being explored.
• Students will learn to think critically by formulating alternative explanations for events and trends in contemporary political, economic and legal affairs. (Practiced)
• Students will evaluate the relative merit of alternative explanations or proposals against their own.
• Students will identify alternative explanations for the outcomes they seek to explain or develop alternative proposals for the problem they seek to solve.

Core Goals:

Race, Gender & Power

• Students will demonstrate the ability to analyze race and gender as socially constructed, dynamic identity categories related to systems of power and privilege. (Practiced)
• Students will be assessed with two examinations throughout the semester. These exams include essays responding to prompts that are designed to allow students to show practice critical thought. The first block of the course will discuss theories of representation. Such theories will then be empirically examined by reviewing political science books and articles that test those theories. These essays will allow students to consider theory and empirical evidence to critically evaluate the multiple meanings of representation and how they may or may not cohere with empirical research. Race, gender, and other socially constructed identities become central when understanding whether and how lawmakers represent their constituents and how their own perception(s) of their constituents. As such, many areas of public policy are racialized (or broadly, marginalized). It therefore becomes important to examine under what conditions dominant systems and the individuals within those systems become committed to issues of social justice. The course examinations, discussion leader role, and research term paper will collectively measure a student's continued understanding of the construct of marginal identities and how that impacts the likelihood to access dominant institutions.
• Students will analyze the ways in which race and gender intersect with other identity categories including sexuality, class, ethnicity, religion, disability, age, citizenship and nationality. (Practiced)
• Students will be assessed with two examinations throughout the semester. These exams include essays responding to prompts that are designed to allow students to show practice critical thought. The first block of the course will discuss theories of representation. Such theories will then be empirically examined by reviewing political science books and articles that test those theories. These essays will allow students to consider theory and empirical evidence to critically evaluate the multiple meanings of representation and how they may or may not cohere with empirical research. Race, gender, and other socially constructed identities become central when understanding whether and how lawmakers represent their constituents and how their own perception(s) of their constituents. As such, many areas of public policy are racialized (or broadly, marginalized). It therefore becomes important to examine under what conditions dominant systems and the individuals within those systems become committed to issues of social justice. This will elaborate on what issues actually get represented and how this relates the intersections of multiple identities and secondary forms of marginalization within marginal communities. The course examinations, discussion leader role, and research term paper will collectively measure a student's continued understanding of the construct of marginal identities and how that impacts the likelihood to access dominant institutions.
• Students will demonstrate familiarity with the ways that marginalized communities have resisted structures of power through social movements, civic engagement, artistic expression, and scholarship. (Practiced)
• Students will be assessed with two examinations throughout the semester. These exams include essays responding to prompts that are designed to allow students to show practice critical thought. The first block of the course will discuss theories of representation. Such theories will then be empirically examined by reviewing political science books and articles that test those theories. These essays will allow students to consider theory and empirical evidence to critically evaluate the multiple meanings of representation and how they may or may not cohere with empirical research. Race, gender, and other socially constructed identities become central when understanding whether and how lawmakers represent their constituents and how their own perception(s) of their constituents. As such, many areas of public policy are racialized (or broadly, marginalized). It therefore becomes important to examine under what conditions dominant systems and the individuals within those systems become committed to issues of social justice. This will elaborate on what issues actually get represented and how this relates the intersections of multiple identities and secondary forms of marginalization within marginal communities. The course examinations, discussion leader role, and research term paper will collectively measure a student's continued understanding of the construct of marginal identities and how that impacts the likelihood to access dominant institutions.
• Students will be able to engage with the intellectual and theoretical contributions of marginalized communities, and contrast them with dominant perspectives. (Practiced)
• Students will be assessed with two examinations throughout the semester. These exams include essays responding to prompts that are designed to allow students to show practice critical thought. The first block of the course will discuss theories of representation. Such theories will then be empirically examined by reviewing political science books and articles that test those theories. These essays will allow students to consider theory and empirical evidence to critically evaluate the multiple meanings of representation and how they may or may not cohere with empirical research. Race, gender, and other socially constructed identities become central when understanding whether and how lawmakers represent their constituents and how their own perception(s) of their constituents. As such, many areas of public policy are racialized (or broadly, marginalized). It therefore becomes important to examine under what conditions dominant systems and the individuals within those systems become committed to issues of social justice. This will elaborate on what issues actually get represented and how this relates the intersections of multiple identities and secondary forms of marginalization within marginal communities. The course examinations, discussion leader role, and research term paper will collectively measure a student's continued understanding of the construct of marginal identities and how that impacts the likelihood to access dominant institutions.
• Students will communicate effectively across differences with an understanding of their own social location. (Practiced)
• Students will be assigned the role of discussion leader at least once throughout the course. The role of discussion leader will be to summarize, examine, and critique the assigned readings for that day and to pose questions to other students. This practice will give students the experience of what it is like to teach a course, organize information, and present it in a coherent fashion. Students will be assessed for their preparation, organization, and effective and responsible communication. In personal emails from the faculty member, the students will gain feedback on what was effective, what could have been improved, and also instill encouragement and gratitude. These discussion leader assignments will have students positioned in a role that allows them to elaborate on identities. Students are encouraged to use their own social location to position these ideas in a constructive and critical way.

General Education Goals:

Human Institutions & Behavior

• Recognize the difference between empirical, theoretical, and ethical questions regarding human behavior (Practiced)
• Students will be assessed with two examinations throughout the semester. These exams include essays responding to prompts that are designed to allow students to show practice critical thought. The first block of the course will discuss theories of representation. Such theories will then be empirically examined by reviewing political science books and articles that test those theories. These essays will allow students to consider theory and empirical evidence to critically evaluate the multiple meanings of representation and how they may or may not cohere with empirical research.
• Understand a model of human behavior, how it departs from the models of related disciplines, and what phenomena it is useful for explaining (Practiced)
• Student examination will ask students to elaborate on theories and empirical studies explaining the ways representatives act. These models are models of human behavior and are varied: psychological (social identity theory), economic (rational choice theory), and social psychological (social category theory), etc. So, students will be assessed in their exams their understanding of these different and diverse approaches to understanding why representatives behave the way they do. Students will also write an empirical research paper as the final project for this course. Students will need to rely on one or more theories of representative behavior to develop hypotheses as they relate to a research question. Finally, students will need to empirically test their hypotheses and further discuss how their finding inform such theories.
• Have a command of the basic concepts from one of the disciplines (Practiced)
• Students will write an empirical research paper as the final project for this course. Students will need to rely on one or more theories of representative behavior to develop hypotheses as they relate to a research question. Finally, students will need to empirically test their hypotheses and further discuss how their finding inform such theories.
• Apply basic findings from one of the disciplines (Practiced)
• Students will write an empirical research paper as the final project for this course. Students will need to rely on one or more theories of representative behavior to develop hypotheses as they relate to a research question. Finally, students will need to empirically test their hypotheses and further discuss how their finding inform such theories.
• Understand how theories of human behavior are tested scientifically (Practiced)
• Students will write an empirical research paper as the final project for this course. Students will need to rely on one or more theories of representative behavior to develop hypotheses as they relate to a research question. Finally, students will need to empirically test their hypotheses and further discuss how their finding inform such theories.
• Recognize that human behavior is affected by factors ranging from the psychological to the global (Practiced)
• Student examination will ask students to elaborate on theories and empirical studies explaining the ways representatives act. These models are models of human behavior and are varied: psychological (social identity theory), economic (rational choice theory), and social psychological (social category theory), etc. So, students will be assessed in their exams their understanding of these different and diverse approaches to understanding why representatives behave the way they do

Program Goals:

Politics, Econ, Policy & Law Program Goals

• Students will learn to recognize the diverse forms of power that characterize various political systems. (Practiced)
• Students will identify the relevant stakeholders impacted by a particular policy or political debate and assess their influence over that policy or area.
• Students will identify the different institutions that exercise power in politics or that structure political competition in a particular political system or in a particular issue area.
• Students will become familiar with fundamental scholarship and cutting edge research in political science, economics, public policy and law. (Practiced)
• Students will apply fundamental disciplinary concepts and current scholarly critiques relevant to their topic.
• Students will correctly identify concepts relevant to the discipline in their writing and exams.
• Students will describe fundamental scholarly concepts and current scholarly controversies relevant to the disciplines being explored.
• Students will learn to think critically by formulating alternative explanations for events and trends in contemporary political, economic and legal affairs. (Practiced)
• Students will evaluate the relative merit of alternative explanations or proposals against their own.
• Students will identify alternative explanations for the outcomes they seek to explain or develop alternative proposals for the problem they seek to solve.

Core Goals:

Critical Analysis

• Students will critically analyze information and ideas. (Practiced)
• A midterm and a final examination will measure student's ability to think critically. These exams will be essay in format, which will present students with a hypothetical case in which they must use critical and analytical thought to apply doctrine and precedent to the hypothetical case. Also, a final term paper will more completely evaluate student's abilities to craft a legal argument and how it challenges, extends, or coheres with doctrine and precedent.
• Students will examine issues from multiple perspectives. (Practiced)
• A midterm and a final examination will measure student's ability to think critically. These exams will be essay in format, which will present students with a hypothetical case in which they must use critical and analytical thought to apply doctrine and precedent to the hypothetical case. Also, a final term paper will more completely evaluate student's abilities to craft a legal argument and how it challenges, extends, or coheres with doctrine and precedent. This further involves utilizing dissenting and concurring opinions that may be more convincing of an argument to the student who may then contend that a more proper understanding of constitutional analysis will be to apply those competing perspectives.
• Students will engage in an exploration of the relationship between past systems of knowledge and present scholarly and creative approaches within and across disciplines. (Practiced)
• A midterm and a final examination will measure student's ability to think critically. These exams will be essay in format, which will present students with a hypothetical case in which they must use critical and analytical thought to apply doctrine and precedent to the hypothetical case. Also, a final term paper will more completely evaluate student's abilities to craft a legal argument and how it challenges, extends, or coheres with doctrine and precedent. The historical development of this case history will be integral to understanding the Court's reasoning & reinterpretations of the Court's reasoning with new systems of knowledge (e.g., when scientific & essentialist understandings of race dominated the ideology of the Court versus contemporary social constructionist and critical perspectives of race. Precedent does not go away, but it may be reinterpreted or rejected due to new knowledge systems).
• Students will consider how our understanding of significant questions and ideas is informed by the critical, scholarly, and creative approaches through which we approach those questions and ideas. (Practiced)
• A midterm and a final examination will measure student's ability to think critically. These exams will be essay in format, which will present students with a hypothetical case in which they must use critical and analytical thought to apply doctrine and precedent to the hypothetical case. Also, a final term paper will more completely evaluate student's abilities to craft a legal argument and how it challenges, extends, or coheres with doctrine and precedent. Students will further perform case brief assignments to understand significant questions before the Court. These assignments will have students summarize and condense complex decisions in a coherent fashion. These assignments will offer insight into the Court's creativity (at times finding new rights not previously articulated by the Court) and critical approach to law.
• Students will develop discernment, facility and ethical responsibility in using information. (Practiced)
• A midterm and a final examination will measure student's ability to think critically. These exams will be essay in format, which will present students with a hypothetical case in which they must use critical and analytical thought to apply doctrine and precedent to the hypothetical case. Also, a final term paper will more completely evaluate student's abilities to craft a legal argument and how it challenges, extends, or coheres with doctrine and precedent. These hypothetical cases and the studied precedent address relevant and important political, constitutional, and ethical questions. Students will be positioned to critically examine these questions and the persons potentially adversely affected or relieved by the Court's decision. This means student will discern the important questions/issues, effective use information to craft an argument, and consider the ethical or moral implications of such reasoning.
• Students will engage as active participants in the College's intellectual community. (Practiced)
• Students in the 4 unit version of the course will actively engage with the intellectual community here at Mills College. The measurable criteria is the student engaging in oral argument before a three judge panel comprised of legal experts, lawyers, and judges. Students will present their argument in a public venue. Members of the campus community are invited to this event and be able to engage with constitutional argumentation and legal analysis.

General Education Goals:

Historical Perspectives

• Evaluate past events and trends from political, economic, artistic, cultural, philosophical, and social perspectives (Practiced)
• A midterm and a final examination will measure student's ability to utilize case history to reason through current hypothetical (though potentially very real) social and political problems. These exams will be essay in format, which will present students with a hypothetical case in which they must use critical and analytical thought to apply doctrine and precedent to the hypothetical case. Also, a final term paper will more completely evaluate student's abilities to craft a legal argument and how it challenges, extends, or coheres with doctrine and precedent.
• Recognize both differences and similarities between past eras and the present (Practiced)
• A midterm and a final examination will measure student's ability to think critically. These exams will be essay in format, which will present students with a hypothetical case in which they must use critical and analytical thought to apply doctrine and precedent to the hypothetical case. Also, a final term paper will more completely evaluate student's abilities to craft a legal argument and how it challenges, extends, or coheres with doctrine and precedent. Since the course understands the historical development of these doctrines, students will demonstrate their fluency with the distinctions of precedent as they relate to present issues.
• Critique existing analyses of earlier eras (Practiced)
• A midterm and a final examination will measure student's ability to think critically. These exams will be essay in format, which will present students with a hypothetical case in which they must use critical and analytical thought to apply doctrine and precedent to the hypothetical case. Also, a final term paper will more completely evaluate student's abilities to craft a legal argument and how it challenges, extends, or coheres with doctrine and precedent. Students can utilize these assignments to critique past opinions of the Court in order to more fully develop and refine their arguments. This involves reinterpreting precedent (e.g., gay rights issues before the Court have yet to make sexual minorities a suspect a class. But, students could critique this interpretation of precedent and provide an argument as to how the Court has done so.)
• Use critical tools to assess historical source materials (Practiced)
• The core of constitutional legal analysis is using past opinions, federal/state law, and the U.S. Constitution to apply them to new issues and questions. This ultimately means that students must apply critical analysis and logic to reason through facts and justify an end. The exams and legal brief assignments evaluate this core outcome. The reliance on previous opinions is central to this analysis. These historical source materials become the basis for argumentation. Finally, students in the 4 unit version will have to orally defend their positions utilizing these historical source materials to address questions regarding their arguments. Students in class will hear oral arguments before the Court in order to more fully appreciate the use of logic, rhetoric, and doctrinal analysis. This will then be put into practice in the Moot Court event.

Program Goals:

Politics, Econ, Policy & Law Program Goals

• Students will learn to recognize the diverse forms of power that characterize various political systems. (Practiced)
• Students will identify the relevant stakeholders impacted by a particular policy or political debate and assess their influence over that policy or area.
• Students will become familiar with fundamental scholarship and cutting edge research in political science, economics, public policy and law. (Introduced)
• Students will correctly identify concepts relevant to the discipline in their writing and exams.
• Students will learn to think critically by formulating alternative explanations for events and trends in contemporary political, economic and legal affairs. (Practiced)
• Students will evaluate the relative merit of alternative explanations or proposals against their own.
• Students will gain the ability to use the basic research methods, both quantitative and qualitative, which are required to analyze political, economic, policy and legal problems and to assess possible solutions. (Practiced)
• Students will display basic competence in qualitative research methods.

Core Goals:

International Perspectives

• Students will reflect on their value systems and way of understanding the world and understand that these are not universal. (Practiced)
• We will read and discuss contrasting Western and Chinese paradigms of the human-nature relationship, starting with the debate between (former Mills College president) Lynn T. White and Yi-Fu Tuan, and continuing with Shapiro's "Mao's War on Nature" and articles by contemporary Chinese environmental activists.
• Students will analyze the history, arts, politics, language, economy of a non-Western national context using scholarly or creative perspectives from the culture being studied and demonstrate the ability to contrast these with dominant US perspectives. (Practiced)
• We will compare the U.S. and Chinese systems of government, including a map quiz (in Chinese or hanyu pinyin romanization) to illustrate links between the current internal field administration of China and its imperial roots.
• Students will demonstrate knowledge of at least one ethnic or national group and its experiences outside of the United States. (Practiced)
• We will introduce the varying experiences of different ethnic and regional groups within China, and the contrasting experiences of Chinese nationals migrating to North America and Africa.
• Students will demonstrate knowledge of intellectual and/or creative contributions from at least one culture, country, or region outside of the United States. (Practiced)
• We will discuss China's early technological and cultural contributions to global heritage, and its changing roles in the 21st century.

Program Goals:

Politics, Econ, Policy & Law Program Goals

• Students will learn to recognize the diverse forms of power that characterize various political systems. (Practiced)
• Students will identify the relevant stakeholders impacted by a particular policy or political debate and assess their influence over that policy or area.
• Students will identify the different institutions that exercise power in politics or that structure political competition in a particular political system or in a particular issue area.
• Students will become familiar with fundamental scholarship and cutting edge research in political science, economics, public policy and law. (Practiced)
• Students will apply fundamental disciplinary concepts and current scholarly critiques relevant to their topic.
• Students will correctly identify concepts relevant to the discipline in their writing and exams.
• Students will describe fundamental scholarly concepts and current scholarly controversies relevant to the disciplines being explored.
• Students will learn to think critically by formulating alternative explanations for events and trends in contemporary political, economic and legal affairs. (Practiced)
• Students will evaluate the relative merit of alternative explanations or proposals against their own.
• Students will identify alternative explanations for the outcomes they seek to explain or develop alternative proposals for the problem they seek to solve.

Program Goals:

Public Policy Program Goals

• Place policy analysis in context: understand the multi-dimensional nature of social issues and problems, and appreciate both the appropriate application and limitation of skills developed in the core, by developing basic familiarity with the following areas of knowledge:(a) human organization and the cognitive capacities people bring to decision-making in these settings(b) the historical evolution of major public problems and social practices in the U.S.(c) comparative or international governmental institutions and social processes(d) economic systems, complex resource interdependencies, and trade relationships. (Mastered)
• Problem is suitable to techniques of policy analysis.
• Analysis and recommendations take into account multiple perspectives as relevant (including differences by race, gender, class, etc.).
• Assessment of alternatives includes attention to constraints of context (including e.g., organizational capacity, social-cultural realities, biases in human decision-making).
• Policy problem and background statement reflect awareness of relevant context(s) (historical, social, institutional, cross-national, etc.) necessary for understanding the problem.
• Understand the relationship between policy, social structures of inequality, and identity dimensions of gender, race, ethnicity and class, and the role of the individual in relation to these larger forces. (Mastered)
• Policy problem and background statement reflect awareness of issue’s interaction with race, ethnicity, gender, class, and culture.
• Analysis and recommendations take into account differences in perspectives and impact along these dimensions, as relevant.
• Understand the public policy-making process in the U.S., including the political and institutional contexts surrounding public decisions. (Mastered)
• Recommendations are appropriate to the decision-making context (level of government, type of actor) for which the thesis is written.
• Relevant political institutions (and relationships among them) are taken into account as these are relevant to the policy problem, analysis of alternatives, and recommendations, and information about relevant political institutions is accurate.
• Understand the processes of reasoning and argument in ethics and/or law,l and be able to offer, analyze, and critique such arguments. Have a basic awareness of the constitutional framework relevant to public policy decisions. (Mastered)
• Ethical concerns are correctly identified and relevant ethical criteria are included in the assessment of alternatives.
• Legal concerns are correctly identified and relevant legal criteria are included in assessment of alternatives.
• Thesis reflects understanding processes of reasoning and argument in ethics and/or law, and as appropriate offers, analyzes, or critiques such arguments
• Demonstrates a basic awareness of the Constitutional framework relevant to public policy decisions.
• Understand basic quantitative analytical methods needed for assessing public policy problems and options. These methods include basic statistical techniques and fundamental concepts in economic theory. (Mastered)
• Quantitative data are provided where relevant, and analyzed correctly with basic statistical techniques.
• Relevant economic criteria (including efficiency) are included in assessment of alternatives.
• Problem framing, policy analysis and recommendations reflect an appreciation for economic factors (including especially the effect of incentive structures on behavior); relevant economic theory/concepts are employed appropriately; and economics terminology is used correctly.
• Ability to analyze policy problems from different substantive areas, using appropriate analytical techniques and perspectives, and to conduct in-depth research as needed to understand a specific problem. (Mastered)
• Limitations of data and/or analysis are recognized and addressed as feasible.
• Recommendations are based on reliable data and conscientious application of relevant criteria; consideration is given to implementation concerns relating to recommendations
• Relevant findings from other studies inform the analysis.
• The most reliable and relevant data available were used, and all evidence is weighted according to quality.
• The research design and data-gathering were suitable for addressing this problem.
• The problem/question is clearly specified and its importance is explained and substantiated with evidence (including some quantitative data).
• Appropriate and specific criteria for assessing alternatives are identified and applied (including generally: effectiveness, efficiency, feasibility, equity, relevant procedural or value-based criteria, etc.).
• Ability to communicate with clarity, conciseness, and coherence in both written and oral reports. The student will be sensitive to the needs of different audiences. (Mastered)
• Paper is clearly organized; sections flow logically.
• Writing is clear, grammatically and syntactically correct, and concise.
• Complex and policy-specific facts and ideas are intelligible for a lay reader.

Core Goals:

Community Engagement

• Students will apply concepts and skills explored in their Mills education (or specific service learning class if relevant) in a practical community based context. (Mastered)
• Students will determine which of the models of policy analysis reports are appropriate for the policy problem they will research for a community organization.
• Student​s​ will demonstrate the ability to engage with community organizations on projects that are meaningful to both the organizations and students. (Mastered)
• Students will identify community organizations that work in the policy issue area of their choice; will arrange to conduct their policy research to meet the needs of that client organization; and will respond to feedback from the client to improve the usefulness of their report.
• Students will develop the ability to engage in thoughtful, self-reflective and ethical collaboration in a community setting. (Mastered)
• In regular class discussions, students will share reflections on their ongoing relationships with the project clients and the potentially conflicting demands of analysis and advocacy.

Program Goals:

Public Policy Program Goals

• B1. Analytic skills relevant to problem identification, problem-solving, and decisionmaking. The student will be able to recognize and describe a policy problem (including making estimates of magnitude), gather the best available data needed to inform an analysis, and apply relevant frameworks and analytic techniques--such as economic theory, benefit-cost analysis, statistical tests, quantitative models and simulations, and geographical information systems--to identify and assess the potential impact of alternative policy options. The student will be prepared to approach problems both critically (looking for perspectives that have been ignored) and holistically (applying a variety of analytic frameworks). (Practiced)
• B1.3. Thesis includes best possible cost estimates where appropriate.
• Full criterion: B1.1. Student's work (in problem-identification, analysis and recommendations) uses data; synthesizes and interprets quantitative and qualitative information; relies on multiple methods as appropriate; displays data in appropriate forms.
• Full criterion: Thesis produces policy and management recommendations supported by analysis and considered practical by client, who also reports that student's work is useful.

Program Goals:

Public Policy Program Goals

• A1. Understanding policy contexts. The student will understand that many contextual factors are critical in understanding policy issues. She will be able to identify which of the following factors are relevant to an issue at hand, and use her understanding of the context to inform her analysis of the policy. Potentially critical contexts include the following: economic systems; intersectoral (public/private/nonprofit) relationships; law; social structures and conditions of inequality (including but not limited to disparities by gender); globalization: cross-national relations and institutions; the history of the policy problem and prior responses to it; and potential impacts of science and technology, including information systems. (Introduced)
• Analysis takes into account relevant aspects of the problem’s context—including history and social structures.
• A2.2 Student’s policy recommendations (on alternatives) clearly rely on multiple, explicit and appropriate evaluative criteria. Full criterion: Student’s policy recommendations clearly rely on multiple, explicit and appropriate evaluative criteria (and alternatives are identified).
• B1. Analytic skills relevant to problem identification, problem-solving, and decisionmaking. The student will be able to recognize and describe a policy problem (including making estimates of magnitude), gather the best available data needed to inform an analysis, and apply relevant frameworks and analytic techniques--such as economic theory, benefit-cost analysis, statistical tests, quantitative models and simulations, and geographical information systems--to identify and assess the potential impact of alternative policy options. The student will be prepared to approach problems both critically (looking for perspectives that have been ignored) and holistically (applying a variety of analytic frameworks). (Introduced)
• B1.3. Thesis includes best possible cost estimates where appropriate.
• Full criterion: B1.1. Student's work (in problem-identification, analysis and recommendations) uses data; synthesizes and interprets quantitative and qualitative information; relies on multiple methods as appropriate; displays data in appropriate forms.
• Full criterion: Thesis produces policy and management recommendations supported by analysis and considered practical by client, who also reports that student's work is useful.
• B2. Analytic applications across policy areas and in-depth. The student will be able to transfer into any policy area, understand the critical issues and apply appropriate analytic methods and to develop substantive expertise in a single policy area within a reasonably short time. (Introduced)
• B2.1. Thesis reflects in-depth understanding of the policy area.
• B2.2. Application of policy analytic methods to specific problem is appropriate and correct, and produces useful understanding. Policy analytic methods include economic and cost/benefit analysis.
• C1. Professional communication skills. The student will be able to communicate complex ideas and arguments in a clear, compelling manner to a variety of audiences, from policy-makers and public managers to community groups. S/he will be skilled in both oral and written communication, including techniques relevant to teamwork and cross-cultural practice. (Introduced)
• C1.2. Student conveys complex problem and analysis in concise, straightforward language. Language should be such that it enables an intelligent lay reader to comprehend the analysis.
• C1.3. Oral presentations include these qualities (see C1.1 and .2) but also demonstrates confidence, poise, imperturbability.
• C1.1. Students' written work is clear, concise, free of jargon, substantive and readable. Executive summary is appropriate. Appropriate executive summary contains adequate detail about problem, methods, analysis and recommendations (and avoids telling the reader what the report will do).

Program Goals:

Public Policy Program Goals

• B1. Analytic skills relevant to problem identification, problem-solving, and decisionmaking. The student will be able to recognize and describe a policy problem (including making estimates of magnitude), gather the best available data needed to inform an analysis, and apply relevant frameworks and analytic techniques--such as economic theory, benefit-cost analysis, statistical tests, quantitative models and simulations, and geographical information systems--to identify and assess the potential impact of alternative policy options. The student will be prepared to approach problems both critically (looking for perspectives that have been ignored) and holistically (applying a variety of analytic frameworks). (Practiced)
• Thesis includes best possible cost estimates where appropriate
• Full criterion: B1.1. Student's work (in problem-identification, analysis and recommendations) uses data; synthesizes and interprets quantitative and qualitative information; relies on multiple methods as appropriate; displays data in appropriate forms.
• Full criterion: Thesis produces policy and management recommendations supported by analysis and considered practical by client, who also reports that student's work is useful.

Program Goals:

Public Policy Program Goals

• A4. Democratic and ethical practice. The student will be aware that in a democratic society, the authority to define the public interest rests with the polity, not the policy professional. The student will also understand that questions of value are central to both public policy decisions and the actions of public policy professionals, whether they be acting in public, nonprofit, private, or multi-sector settings. As a public servant or private professional engaged in civic activity, she will be familiar with different methods of public deliberation and participation, and be prepared to engage in public dialogue, multi-stakeholder conflict resolution, public education on complex issues, and collective problem-solving. When facing a policy and/or management choice over which there is significant disagreement, s/he will be able to engage in reasoned dialogue with others to clarify competing values and obligations relevant to the choice, and to give a clear account of the justification for her own action. (Introduced, Practiced)
• Full criterion: Thesis acknowledges ethical and/or normative issues as relevant to problem definition, analysis, and recommendations; ethical reasoning is sound (uses valid premises and conclusions are logically related to the premises), and takes alternative perspectives into account.
• Full criterion: As relevant, thesis analysis reflects understanding of obligations of public officials to serve public interest; need for public input/involvement as appropriate.

Program Goals:

Public Policy Program Goals

• A1. Understanding policy contexts. The student will understand that many contextual factors are critical in understanding policy issues. She will be able to identify which of the following factors are relevant to an issue at hand, and use her understanding of the context to inform her analysis of the policy. Potentially critical contexts include the following: economic systems; intersectoral (public/private/nonprofit) relationships; law; social structures and conditions of inequality (including but not limited to disparities by gender); globalization: cross-national relations and institutions; the history of the policy problem and prior responses to it; and potential impacts of science and technology, including information systems. (Practiced)
• A2.2 Student’s policy recommendations (on alternatives) clearly rely on multiple, explicit and appropriate evaluative criteria. Full criterion: Student’s policy recommendations clearly rely on multiple, explicit and appropriate evaluative criteria (and alternatives are identified).
• A1.1. Analysis takes into account relevant aspects of the problem’s context—including history and social structures
• A2. Cross-cultural awareness and competence. The student will be sensitive to the relevance of social identity categories and other differences—including race, ethnicity, gender, class, age, nationality, language, and culture—to public policy analysis, decision-making, and implementation. S/he will also be able to work effectively with and to draw on the perspectives and frameworks of individuals and communities of differing backgrounds, social classes, experiences, and values. S/he will understand the relationship between policy, social structures of inequality, and identity dimensions of gender, race, ethnicity, culture and class, and the role of the individual in relation to these larger forces. (Practiced)
• Student's thesis engages perspectives of multiple stakeholders.
• Analysis takes into account structural systems of inequality and varying impact of policy on differently situated groups. Differently situated groups are social/demographic groups.
• A4. Democratic and ethical practice. The student will be aware that in a democratic society, the authority to define the public interest rests with the polity, not the policy professional. The student will also understand that questions of value are central to both public policy decisions and the actions of public policy professionals, whether they be acting in public, nonprofit, private, or multi-sector settings. As a public servant or private professional engaged in civic activity, she will be familiar with different methods of public deliberation and participation, and be prepared to engage in public dialogue, multi-stakeholder conflict resolution, public education on complex issues, and collective problem-solving. When facing a policy and/or management choice over which there is significant disagreement, s/he will be able to engage in reasoned dialogue with others to clarify competing values and obligations relevant to the choice, and to give a clear account of the justification for her own action. (Practiced)
• Full criterion: Thesis acknowledges ethical and/or normative issues as relevant to problem definition, analysis, and recommendations; ethical reasoning is sound (uses valid premises and conclusions are logically related to the premises), and takes alternative perspectives into account.
• Full criterion: As relevant, thesis analysis reflects understanding of obligations of public officials to serve public interest; need for public input/involvement as appropriate.
• C1. Professional communication skills. The student will be able to communicate complex ideas and arguments in a clear, compelling manner to a variety of audiences, from policy-makers and public managers to community groups. S/he will be skilled in both oral and written communication, including techniques relevant to teamwork and cross-cultural practice. (Practiced)
• C1.1. Students' written work is clear, concise, free of jargon, substantive and readable. Executive summary is appropriate. Appropriate executive summary contains adequate detail about problem, methods, analysis and recommendations (and avoids telling the reader what the report will do).
• C1.3. Oral presentations include these qualities (see C1.1 and .2) but also demonstrates confidence, poise, imperturbability.
• C1.2. Student conveys complex problem and analysis in concise, straightforward language. Language should be such that it enables an intelligent lay reader to comprehend the analysis.
• C2. Interpersonal and teamwork skills. The student will understand interpersonal and group processes, be aware of the potential benefits and pitfalls of teamwork, and be able to work effectively with others. The student will also be reflective about her/his own capacity, role and behavior, both independently and in a group context. (Introduced)
• C2.1. Student is able to interact effectively with those in the client organization and other informants and interested parties. Also: thesis is written in a way that reflects sensitivity to these interests.
• C3. Organizational efficacy. The student will be cognizant of the structure, systems, and culture of an organization in or with which s/he is working, and understand how these factors influence individual behavior and organizational performance. Such knowledge will include an understanding of the similarities and differences among organizations in different sectors (public, nonprofit, and private). The student will be able to use this knowledge along with her/his interpersonal and teamwork skills to act effectively within and across organizations, as well as to manage organizations or larger networks of capacity. (Introduced, Practiced, Mastered)
• C3.1. Student's policy recommendations are organizationally feasible (analysis takes into account organizational constraints/resources).

Program Goals:

Public Policy Program Goals

• A1. Understanding policy contexts. The student will understand that many contextual factors are critical in understanding policy issues. She will be able to identify which of the following factors are relevant to an issue at hand, and use her understanding of the context to inform her analysis of the policy. Potentially critical contexts include the following: economic systems; intersectoral (public/private/nonprofit) relationships; law; social structures and conditions of inequality (including but not limited to disparities by gender); globalization: cross-national relations and institutions; the history of the policy problem and prior responses to it; and potential impacts of science and technology, including information systems. (Practiced)
• Analysis takes into account relevant aspects of the problem’s context—including history and social structures.
• Full criterion: Student’s policy recommendations clearly rely on multiple, explicit and appropriate evaluative criteria (and alternatives are identified).
• A3. Political efficacy. The student will have knowledge of both electoral politics and formal policy-making processes in the United States (including administrative, legislative and judicial procedures) and exposure to international political processes. S/he will be able to assess the political ramifications of alternative policy choices, and to work with individuals, institutions, partnerships and networks for policy-making, implementation, and redesign. S/he will also be able to engage effectively in political action as necessary and appropriate to effect policy change. (Introduced, Practiced)
• Policy analysis demonstrates awareness of difference between advocate and analyst roles.
• Politically realistic means taking into account constraints and resources of political decision-makers.
• C1. Professional communication skills. The student will be able to communicate complex ideas and arguments in a clear, compelling manner to a variety of audiences, from policy-makers and public managers to community groups. S/he will be skilled in both oral and written communication, including techniques relevant to teamwork and cross-cultural practice. (Practiced)
• Oral presentations include these qualities (see C1.1 and .2) but also demonstrates confidence, poise, imperturbability.
• C1.2. Student conveys complex problem and analysis in concise, straightforward language. Language should be such that it enables an intelligent lay reader to comprehend the analysis.
• C1.1. Students' written work is clear, concise, free of jargon, substantive and readable. Executive summary is appropriate. Appropriate executive summary contains adequate detail about problem, methods, analysis and recommendations (and avoids telling the reader what the report will do).

Program Goals:

Public Policy Program Goals

• Analytic skills relevant to problem-identification, problem-solving, and decision-making (Practiced, Mastered)
• Correct solution of problems in problem sets and labs.
• Analytic applications aross policy areas and in-depth (Practiced)
• Correct solutions to problems in problem sets and labs.
• Professional communication skills (Practiced, Mastered)
• Presentation of problem solutions in memo and verbal presentation form.

Program Goals:

Public Policy Program Goals

• A1. Understanding policy contexts. The student will understand that many contextual factors are critical in understanding policy issues. She will be able to identify which of the following factors are relevant to an issue at hand, and use her understanding of the context to inform her analysis of the policy. Potentially critical contexts include the following: economic systems; intersectoral (public/private/nonprofit) relationships; law; social structures and conditions of inequality (including but not limited to disparities by gender); globalization: cross-national relations and institutions; the history of the policy problem and prior responses to it; and potential impacts of science and technology, including information systems. (Practiced)
• Analysis takes into account relevant aspects of the problem’s context—including history and social structures.
• Full criterion: Student’s policy recommendations clearly rely on multiple, explicit and appropriate evaluative criteria (and alternatives are identified).
• A4. Democratic and ethical practice. The student will be aware that in a democratic society, the authority to define the public interest rests with the polity, not the policy professional. The student will also understand that questions of value are central to both public policy decisions and the actions of public policy professionals, whether they be acting in public, nonprofit, private, or multi-sector settings. As a public servant or private professional engaged in civic activity, she will be familiar with different methods of public deliberation and participation, and be prepared to engage in public dialogue, multi-stakeholder conflict resolution, public education on complex issues, and collective problem-solving. When facing a policy and/or management choice over which there is significant disagreement, s/he will be able to engage in reasoned dialogue with others to clarify competing values and obligations relevant to the choice, and to give a clear account of the justification for her own action. (Practiced)
• Full criterion: As relevant, thesis analysis reflects understanding of obligations of public officials to serve public interest; need for public input/involvement as appropriate.
• Full criterion: Thesis acknowledges ethical and/or normative issues as relevant to problem definition, analysis, and recommendations; ethical reasoning is sound (uses valid premises and conclusions are logically related to the premises), and takes alternative perspectives into account.
• B1. Analytic skills relevant to problem identification, problem-solving, and decisionmaking. The student will be able to recognize and describe a policy problem (including making estimates of magnitude), gather the best available data needed to inform an analysis, and apply relevant frameworks and analytic techniques--such as economic theory, benefit-cost analysis, statistical tests, quantitative models and simulations, and geographical information systems--to identify and assess the potential impact of alternative policy options. The student will be prepared to approach problems both critically (looking for perspectives that have been ignored) and holistically (applying a variety of analytic frameworks). (Practiced)
• Full criterion: B1.1. Student's work (in problem-identification, analysis and recommendations) uses data; synthesizes and interprets quantitative and qualitative information; relies on multiple methods as appropriate; displays data in appropriate forms.
• Full criterion: Thesis produces policy and management recommendations supported by analysis and considered practical by client, who also reports that student's work is useful.
• Thesis includes best possible cost estimates where appropriate.
• C1. Professional communication skills. The student will be able to communicate complex ideas and arguments in a clear, compelling manner to a variety of audiences, from policy-makers and public managers to community groups. S/he will be skilled in both oral and written communication, including techniques relevant to teamwork and cross-cultural practice. (Practiced)
• C1.2. Student conveys complex problem and analysis in concise, straightforward language. Language should be such that it enables an intelligent lay reader to comprehend the analysis.
• C1.3. Oral presentations include these qualities (see C1.1 and .2) but also demonstrates confidence, poise, imperturbability.
• C1.1. Students' written work is clear, concise, free of jargon, substantive and readable. Executive summary is appropriate. Appropriate executive summary contains adequate detail about problem, methods, analysis and recommendations (and avoids telling the reader what the report will do).
• C2. Interpersonal and teamwork skills. The student will understand interpersonal and group processes, be aware of the potential benefits and pitfalls of teamwork, and be able to work effectively with others. The student will also be reflective about her/his own capacity, role and behavior, both independently and in a group context. (Practiced)
• C2.1. Student is able to interact effectively with those in the client organization and other informants and interested parties. Also: thesis is written in a way that reflects sensitivity to these interests.

Program Goals:

Public Policy Program Goals

• A1. Understanding policy contexts. The student will understand that many contextual factors are critical in understanding policy issues. She will be able to identify which of the following factors are relevant to an issue at hand, and use her understanding of the context to inform her analysis of the policy. Potentially critical contexts include the following: economic systems; intersectoral (public/private/nonprofit) relationships; law; social structures and conditions of inequality (including but not limited to disparities by gender); globalization: cross-national relations and institutions; the history of the policy problem and prior responses to it; and potential impacts of science and technology, including information systems. (Practiced)
• Full criterion: Student’s policy recommendations clearly rely on multiple, explicit and appropriate evaluative criteria (and alternatives are identified).
• Analysis takes into account relevant aspects of the problem’s context—including history and social structures.
• A2. Cross-cultural awareness and competence. The student will be sensitive to the relevance of social identity categories and other differences—including race, ethnicity, gender, class, age, nationality, language, and culture—to public policy analysis, decision-making, and implementation. S/he will also be able to work effectively with and to draw on the perspectives and frameworks of individuals and communities of differing backgrounds, social classes, experiences, and values. S/he will understand the relationship between policy, social structures of inequality, and identity dimensions of gender, race, ethnicity, culture and class, and the role of the individual in relation to these larger forces. (Practiced)
• Analysis takes into account structural systems of inequality and varying impact of policy on differently situated groups Differently situated groups are social/demographic groups.
• Student's thesis engages perspectives of multiple stakeholders.
• A3. Political efficacy. The student will have knowledge of both electoral politics and formal policy-making processes in the United States (including administrative, legislative and judicial procedures) and exposure to international political processes. S/he will be able to assess the political ramifications of alternative policy choices, and to work with individuals, institutions, partnerships and networks for policy-making, implementation, and redesign. S/he will also be able to engage effectively in political action as necessary and appropriate to effect policy change. (Practiced)
• Policy analysis demonstrates awareness of difference between advocate and analyst roles.
• Student's recommendations are politically realistic, and client is satisfied with them on this dimension. Politically realistic means taking into account constraints and resources of political decision-makers.
• A4. Democratic and ethical practice. The student will be aware that in a democratic society, the authority to define the public interest rests with the polity, not the policy professional. The student will also understand that questions of value are central to both public policy decisions and the actions of public policy professionals, whether they be acting in public, nonprofit, private, or multi-sector settings. As a public servant or private professional engaged in civic activity, she will be familiar with different methods of public deliberation and participation, and be prepared to engage in public dialogue, multi-stakeholder conflict resolution, public education on complex issues, and collective problem-solving. When facing a policy and/or management choice over which there is significant disagreement, s/he will be able to engage in reasoned dialogue with others to clarify competing values and obligations relevant to the choice, and to give a clear account of the justification for her own action. (Practiced)
• Full criterion: As relevant, thesis analysis reflects understanding of obligations of public officials to serve public interest; need for public input/involvement as appropriate.
• Full criterion: Thesis acknowledges ethical and/or normative issues as relevant to problem definition, analysis, and recommendations; ethical reasoning is sound (uses valid premises and conclusions are logically related to the premises), and takes alternative perspectives into account.
• B1. Analytic skills relevant to problem identification, problem-solving, and decisionmaking. The student will be able to recognize and describe a policy problem (including making estimates of magnitude), gather the best available data needed to inform an analysis, and apply relevant frameworks and analytic techniques--such as economic theory, benefit-cost analysis, statistical tests, quantitative models and simulations, and geographical information systems--to identify and assess the potential impact of alternative policy options. The student will be prepared to approach problems both critically (looking for perspectives that have been ignored) and holistically (applying a variety of analytic frameworks). (Practiced)
• Full criterion: Thesis produces policy and management recommendations supported by analysis and considered practical by client, who also reports that student's work is useful.
• Thesis includes best possible cost estimates where appropriate.
• Full criterion: B1.1. Student's work (in problem-identification, analysis and recommendations) uses data; synthesizes and interprets quantitative and qualitative information; relies on multiple methods as appropriate; displays data in appropriate forms.
• B2. Analytic applications across policy areas and in-depth. The student will be able to transfer into any policy area, understand the critical issues and apply appropriate analytic methods and to develop substantive expertise in a single policy area within a reasonably short time. (Practiced)
• B2.1. Thesis reflects in-depth understanding of the policy area.
• B2.2. Application of policy analytic methods to specific problem is appropriate and correct, and produces useful understanding. Policy analytic methods include economic and cost/benefit analysis.
• C1. Professional communication skills. The student will be able to communicate complex ideas and arguments in a clear, compelling manner to a variety of audiences, from policy-makers and public managers to community groups. S/he will be skilled in both oral and written communication, including techniques relevant to teamwork and cross-cultural practice. (Practiced)
• C1.3. Oral presentations include these qualities (see C1.1 and .2) but also demonstrates confidence, poise, imperturbability.
• C1.2. Student conveys complex problem and analysis in concise, straightforward language. Language should be such that it enables an intelligent lay reader to comprehend the analysis.
• C1.1. Students' written work is clear, concise, free of jargon, substantive and readable. Executive summary is appropriate. Appropriate executive summary contains adequate detail about problem, methods, analysis and recommendations (and avoids telling the reader what the report will do).
• C2. Interpersonal and teamwork skills. The student will understand interpersonal and group processes, be aware of the potential benefits and pitfalls of teamwork, and be able to work effectively with others. The student will also be reflective about her/his own capacity, role and behavior, both independently and in a group context. (Mastered)
• C2.1. Student is able to interact effectively with those in the client organization and other informants and interested parties. Also: thesis is written in a way that reflects sensitivity to these interests.

Program Goals:

Public Policy Program Goals

• A1. Understanding policy contexts. The student will understand that many contextual factors are critical in understanding policy issues. She will be able to identify which of the following factors are relevant to an issue at hand, and use her understanding of the context to inform her analysis of the policy. Potentially critical contexts include the following: economic systems; intersectoral (public/private/nonprofit) relationships; law; social structures and conditions of inequality (including but not limited to disparities by gender); globalization: cross-national relations and institutions; the history of the policy problem and prior responses to it; and potential impacts of science and technology, including information systems. (Mastered)
• Full criterion: Student’s policy recommendations clearly rely on multiple, explicit and appropriate evaluative criteria (and alternatives are identified).
• Analysis takes into account relevant aspects of the problem’s context—including history and social structures.
• A2. Cross-cultural awareness and competence. The student will be sensitive to the relevance of social identity categories and other differences—including race, ethnicity, gender, class, age, nationality, language, and culture—to public policy analysis, decision-making, and implementation. S/he will also be able to work effectively with and to draw on the perspectives and frameworks of individuals and communities of differing backgrounds, social classes, experiences, and values. S/he will understand the relationship between policy, social structures of inequality, and identity dimensions of gender, race, ethnicity, culture and class, and the role of the individual in relation to these larger forces. (Mastered)
• Student's thesis engages perspectives of multiple stakeholders.
• Analysis takes into account structural systems of inequality and varying impact of policy on differently situated groups. Differently situated groups are social/demographic groups.
• A3. Political efficacy. The student will have knowledge of both electoral politics and formal policy-making processes in the United States (including administrative, legislative and judicial procedures) and exposure to international political processes. S/he will be able to assess the political ramifications of alternative policy choices, and to work with individuals, institutions, partnerships and networks for policy-making, implementation, and redesign. S/he will also be able to engage effectively in political action as necessary and appropriate to effect policy change. (Mastered)
• Policy analysis demonstrates awareness of difference between advocate and analyst roles
• Student's recommendations are politically realistic, and client is satisfied with them on this dimension. Politically realistic means taking into account constraints and resources of political decision-makers.
• A4. Democratic and ethical practice. The student will be aware that in a democratic society, the authority to define the public interest rests with the polity, not the policy professional. The student will also understand that questions of value are central to both public policy decisions and the actions of public policy professionals, whether they be acting in public, nonprofit, private, or multi-sector settings. As a public servant or private professional engaged in civic activity, she will be familiar with different methods of public deliberation and participation, and be prepared to engage in public dialogue, multi-stakeholder conflict resolution, public education on complex issues, and collective problem-solving. When facing a policy and/or management choice over which there is significant disagreement, s/he will be able to engage in reasoned dialogue with others to clarify competing values and obligations relevant to the choice, and to give a clear account of the justification for her own action. (Mastered)
• Full criterion: As relevant, thesis analysis reflects understanding of obligations of public officials to serve public interest; need for public input/involvement as appropriate.
• Full criterion: Thesis acknowledges ethical and/or normative issues as relevant to problem definition, analysis, and recommendations; ethical reasoning is sound (uses valid premises and conclusions are logically related to the premises), and takes alternative perspectives into account.
• B1. Analytic skills relevant to problem identification, problem-solving, and decisionmaking. The student will be able to recognize and describe a policy problem (including making estimates of magnitude), gather the best available data needed to inform an analysis, and apply relevant frameworks and analytic techniques--such as economic theory, benefit-cost analysis, statistical tests, quantitative models and simulations, and geographical information systems--to identify and assess the potential impact of alternative policy options. The student will be prepared to approach problems both critically (looking for perspectives that have been ignored) and holistically (applying a variety of analytic frameworks). (Mastered)
• Full criterion: B1.1. Student's work (in problem-identification, analysis and recommendations) uses data; synthesizes and interprets quantitative and qualitative information; relies on multiple methods as appropriate; displays data in appropriate forms.
• Thesis includes best possible cost estimates where appropriate.
• Full criterion: Thesis produces policy and management recommendations supported by analysis and considered practical by client, who also reports that student's work is useful.
• B2. Analytic applications across policy areas and in-depth. The student will be able to transfer into any policy area, understand the critical issues and apply appropriate analytic methods and to develop substantive expertise in a single policy area within a reasonably short time. (Mastered)
• Application of policy analytic methods to specific problem is appropriate and correct, and produces useful understanding. Policy analytic methods include economic and cost/benefit analysis.
• Thesis reflects in-depth understanding of the policy area.
• C1. Professional communication skills. The student will be able to communicate complex ideas and arguments in a clear, compelling manner to a variety of audiences, from policy-makers and public managers to community groups. S/he will be skilled in both oral and written communication, including techniques relevant to teamwork and cross-cultural practice. (Mastered)
• Appropriate executive summary contains adequate detail about problem, methods, analysis and recommendations (and avoids telling the reader what the report will do).
• Language should be such that it enables an intelligent lay reader to comprehend the analysis.

Program Goals:

Public Policy Program Goals

• A1. Understanding policy contexts. The student will understand that many contextual factors are critical in understanding policy issues. She will be able to identify which of the following factors are relevant to an issue at hand, and use her understanding of the context to inform her analysis of the policy. Potentially critical contexts include the following: economic systems; intersectoral (public/private/nonprofit) relationships; law; social structures and conditions of inequality (including but not limited to disparities by gender); globalization: cross-national relations and institutions; the history of the policy problem and prior responses to it; and potential impacts of science and technology, including information systems. (Introduced, Practiced)
• A1.1. Analysis takes into account relevant aspects of the problem’s context—including history and social structures
• A2.2 Student’s policy recommendations (on alternatives) clearly rely on multiple, explicit and appropriate evaluative criteria. Full criterion: Student’s policy recommendations clearly rely on multiple, explicit and appropriate evaluative criteria (and alternatives are identified).
• A4. Democratic and ethical practice. The student will be aware that in a democratic society, the authority to define the public interest rests with the polity, not the policy professional. The student will also understand that questions of value are central to both public policy decisions and the actions of public policy professionals, whether they be acting in public, nonprofit, private, or multi-sector settings. As a public servant or private professional engaged in civic activity, she will be familiar with different methods of public deliberation and participation, and be prepared to engage in public dialogue, multi-stakeholder conflict resolution, public education on complex issues, and collective problem-solving. When facing a policy and/or management choice over which there is significant disagreement, s/he will be able to engage in reasoned dialogue with others to clarify competing values and obligations relevant to the choice, and to give a clear account of the justification for her own action. (Introduced, Practiced)
• Full criterion: As relevant, thesis analysis reflects understanding of obligations of public officials to serve public interest; need for public input/involvement as appropriate.
• Full criterion: Thesis acknowledges ethical and/or normative issues as relevant to problem definition, analysis, and recommendations; ethical reasoning is sound (uses valid premises and conclusions are logically related to the premises), and takes alternative perspectives into account.

Program Goals:

Public Policy and Management Program Goals

• The student will have the knowledge and skills to be able to work across sectors (non-profit, government, and for-profit). (Mastered)
• Students will be familiar with the predominant characteristics of organizations in the public, private, and nonprofit sectors, and will understand how these characteristics make organizations in the different sectors suited for particular roles in the society.
• Students will understand the benefits and challenges of intersectoral collaborations and interactions, and know when and how to shape such collaborations and interactions for public benefit.