We need faculty and other practitioners to help develop this section, as an addendum to the rest of the guide.  We'd like it to contain real examples of courses and implementation strategies (either from past experience or your current plans).  To get this started, some examples are provided, as well as framing questions.  Please see the outline below.  If each school can create a template answering these questions, we can synthesize the examples into some models.

 

Contents

Course (titles and descriptions) Course structure/project structure Requirements (units/credit) Incorporating Teams Preparing Students and Teaching Skills to Support their Success Advisors & Instructors Integrating Community Partners Points of Feedback Stipends & Rewards Supporting Student Research The Option of Recommendations Tips for the Paper and Product (writing style, elements, characteristics) Sharing Research Products Evaluation & Assessment

 

Campus Implementation Guide: Ideas on how you might begin organizing a PolicyOptions Issue Brief project on your campus. 

 

Discussion on Key Implementation Issues:  This page is for sharing questions, answers and ideas on how best to organize your PolicyOptions Issue Brief courses and projects.

 

 

Course (titles and descriptions)

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Courses (or programs) that are incorporating the PolicyOptions Issue Brief as an assignment:

 

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Course structure/project structure

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What are ways to structure the issue brief research and product assignment into a course?  Are there some prominent models?  How much of the course does this assignment comprise?

 

• Guide for PolicyOptions Intern Researchers

  

 

Requirements (units/credit)

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What are the details regarding units for these courses?  If this policy research process was an added-credit option, how many units/credits would it likely involve?  

 

• Examples:   

 

 

Incorporating Teams

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Are you utilizing any teams or small groupings within the project or course structure?  How are these organized?  Are there advisors or community partners tied to these teams?

 

• Examples:   

 

 

Preparing Students and Teaching Skills to Support their Success

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Are there other skills (such as interviewing or data analysis) that you teach the students as a pre-cursor to this research assignment or during the course/project?  What skills do you think students most need to be successful in this process?

 

• Examples:  

   

 

Advisors & Instructors

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Who are the instructors and advisors for this particular policy research project, course, or assignment?  Please describe them, their roles, and their time commitment.  (For example, if you are using graduate students as advisors to the teams, how is this structured?)

 

• Examples:   

 

 

Integrating Community Partners

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How are community partners involved in determining the topics or goal statements? How about throughout the research process?  

 

• Examples:

  

 

 

Points of Feedback

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What are the points of major feedback for students and/or teams during this project or assignment?  Who is involved in feedback (e.g., faculty, advisors, community partners, experts)?

 

• Examples:

 

 

Stipends & Rewards

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What stipends or other rewards are you providing to faculty, advisors or teaching assistants, community partners, or others? What is the source of these?  What is most critical about how these rewards are provided?

 

• Examples:

 

 

Supporting Student Research

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What other resources (e.g., readings, teaching) or steps are critical to managing the student research process?  For example, is there a clear timeline and set of steps?  Are there specific readings or books you'd recommend?

 

• Examples:

 

 

The Option of Recommendations

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Most faculty and practitioners expect students to produce a neutral policy brief, covering multiple solutions.  Some have noted that students most struggle with holding back from presenting a recommendation.  How are you handling the option of recommended alternatives within your course or project?

 

• Examples:

 

 

Tips for the Paper and Product (writing style, elements, characteristics)

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Are there any additional guidelines you'd note for the paper and/or final product for partners? Typically, what is produced in your course/project (e.g., type of product, length, use)

 

• Examples:

 

 

Sharing Research Products

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Will students or researchers be expected to share their research products with partners or a broader campus/community audience?  How will this be structured:

 

• Examples:

 

 

Evaluation & Assessment

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How will the issue briefs and other products be evaluated?  Are there specific criterion?  What is the broader structure for the assessment of student learning (and/or community impact) for this project?

 

• Examples: