What we still need to do as of 10/29:
 Modify lesson 1
 Edit research guide (Lesson 2)
o Fix everything in orange (refer to Policy Analysis Process on last page of document)
 Modify goals
 Create lesson 3
 Test lessons 2 and 3
 Upload everything to Loft
What we still need to do as of 11/2:
 Incorporate Lesson 2 Feedback from Rachel
 Test Lesson 3
 Update Brenna
As of 11/5 we have edited the Master Design Document to incorporate a clearer format and address each of the
Professor’s comments
Please review: edited goals, design argument
Service Blueprint and Impact Map are still in the works
What we still need to do as of 11/5:
 Incorporate Lesson 2 Feedback from Rachel
 Test Lesson 3
 Update Brenna
 Clarify Impact map (change the sizes and switch around the behavior and design feature sections)
 Clarify arrows on the service blueprint
 Paragraph to address WHERETO components of lessons (look at unit plan on loft)
 Prototype everything on the Loft
o Send it to Dominic
Focus
Develop a training program to build policy analysis skills
Name:
Organization:
Client:
Mentor:
Team:
Policy Analysis Guide
Roosevelt Institute Campus Network
Brenna Conway, Illinois Field Director
Kathy Hong
Calla Jordan, Julia Friedberg, & Haley Sonenthal
Organizational and Learning Context
 Organization: Roosevelt Institute Campus network (www.rooseveltcampusnetwork.org/) is the largest student policy
organization in the US, with over 10,000 members and 115 chapters in 38 states. The Campus Network aims to generate
powerful policy change in dozens of localities and to leverage its presence nationwide towards elevating young people’s
priorities and serving as a thought leader on how the Millennial generation is redefining political engagement. Students
have changed policies around predatory lending; established a tax fund in New Haven capable of sending every high-school
graduate to college tuition free; and even included an automatic healthcare enrollment policy in the Affordable Care Act.
 Learners: Roosevelt Network students consist primarily undergraduates aged 18-22. The organization is a student think
tank, and students are interested in government and public policy, but are not necessarily public policy majors. There is an
interest in policy among the students but there is also a learning curve.
 Domain: Roosevelt Network trains students in writing policy briefs. This includes a yearly 10 big ideas
competition. Roosevelt Network is also looking to branch out to other forms of activism.
Project background
This project will focus on producing online (Loft) policy analysis guides for Roosevelt students.
 Organizational need: The Roosevelt Campus Network is a large, distributed grassroots network that faces a formidable
training challenge of increasing the policy analysis abilities of its 10,000+ members. As such there is a great opportunity for
providing easily distributed training resources that can be used at local chapters. Currently, there are training guides for





writing policy briefs that deal broadly with research and analysis process. However, the organization does not have the
capacity to teach the students how to write in the style a policy brief requires. Roosevelt needs an easy process for students
to follow. They want a centralized format that students and leaders within the organization can access anywhere, anytime.
Learner’s task: Learners will write policy analyses for the yearly 10 ideas contest.
Users: To test your prototypes, you will contact Roosevelt Campus members at Northwestern studio. The target audience is
primarily students who are interested in government and political science with long-term goals in public policy. We will be
in touch with regional network leaders, especially the policy analyst located in Michigan.
Where: Roosevelt students will access the curriculum online (ideally via the Loft).
When: Roosevelt projects continue throughout the school year. Roosevelt students will begin researching their topics now,
and submissions will open around November 3rd and will close at the beginning of December. It is understood that our tool
may not be utilized until next year due to time constraints.
Tentative scope of work: We will be primarily focusing on defining and creating an end-to-end process for students to
follow including the phases of research, writing, and editing. Our group will coordinate with the Roosevelt Studio Leadership
Guide team to create a consistent format. We will use the existing materials to identify gaps and meet the organization’s
needs.
References
 Jannson, B.R. (2013) Becoming an Effective Policy Advocate. Cengage Learning.
 Roosevelt Institute Campus Network (2009). Get Published [web page]
http://www.rooseveltcampusnetwork.org/resources/get-published
 Roosevelt Institute Campus Network (2009). Get Organized [web page] http://www.rooseveltcampusnetwork.org/getactive/get-organized
 http://www.jhsph.edu/research/centers-and-institutes/womens-and-childrens-health-policycenter/de/policy_brief/index.html
Analyzing policy
Writing policy briefs is a design process with the following phases:
 Focus -- in the focus phase, you form the policy analysis team and identify an important issue that can be feasibly
addressed





Understand -- in the understand phase, you search for information about the problem and analyze the stakeholders, causes
and existing solutions to the problem.
Define -- in the define phase you set your policy goals and criteria for assessing policy outcomes.
Conceive -- in the conceive phase you design possible solutions to the problem
Build -- in the build phase you create written briefs and presentations
Test -- in the test phase you compare the merits of different options and the effectiveness of your policy briefs and
presentations.
There are many tasks involved in analyzing policy, here are some of the policy analysis tasks as described in Jannson (2013):
Define: Goals & Assessment for Writing a Policy Brief
GOALS
Standards
This design will
address the need
of Roosevelt
Campus Network
to “engage,
empower, and
promote the next
generation of
leaders through
progressive
policy.”
This policy writing
process will
encourage
students to
improve their
collaboration,
writing, and
research skills that
they will take with
them to other
areas of academic
and professional
life.
Transfer
Learners will be able to independently use their learning to …
<Write winning policy briefs for the Big 10 Ideas Competition.>
T1: write a policy brief
T2: peer-edit other policy briefs
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Learners will understand that …
Learners will keep considering…
U1: Writing a policy brief is a process of scoping,
Q1: What research/information is most essential for
research, writing, analysis, and editing
my brief?
U2: Policy briefs are written in a succinct style
Q2: How can peers continue to improve their briefs
because the content must be persuasively
and analyses?
conveyed in 1-2 minutes*
Q3: How can I teach and collaborate with others?
(*Time frame from John’s Hopkins website)
Acquisition
Students will know…
Students will be skilled at…
K1: the components that constitute a policy brief (eg,
S1: reading and writing briefs
aim statement, background, talking points, next steps,
S2: conducting research and extracting
etc)
information
K2: techniques for effectively writing (succinct format,
S3: distilling information
tailoring to stakeholders, economy of words, etc)
S4: utilizing persuasion techniques for writing
K3: how to describe the issues surrounding their given
S5: editing their own work and critiquing other
topic
briefs
K4: research best practices (using databases, reviewing
…
past and current policy initiatives, brainstorming
SN:
solutions, analyzing best solution from array of options,
etc.)
…
KN:
Design Argument: If you want to teach learners how to write a policy brief for the 10 Ideas Competition on the Loft, then you
are best advised to promote feedback, mastery learning, and guidance, and to do that via collaboration (peer editing, expert review,
mentorships, etc.) and careful research (following online guide and existing resources).
Impact Map: (This will be larger and boxes will be bigger in final product)
Outcomes
Participants
Roosevelt
Students
How to write
a winning
policy brief
for the Big 10
Ideas
Competition
Behavior
Choosing a
topic of
interest
Authentic
Task
Peer edit the
work of others
Feedback
(How Learning
Works)
Follow
process guide
for all steps of
creating a
brief
Roosevelt
Alumni
Roosevelt
Student
Leaders
(Facilitators)
Principle
Provide
feedback and
edit policy
brief drafts
Progress
Principle
Mastery
learning (How
Learning
Works)
Feedback
(How Learning
Works)
Encourage
peer reviews
Feedback
(How Learning
Works)
Provide
resources and
guidance
Nourishment
Principle
Connect
students to
alumni editors
Network
Theory
Conduct
workshops
Social
Learning
Principle
Mastery
Learning
(How Learning
Works)
Design
Features
Engaging the
learner with
valuable
project
Set
expectations
and target
goals
Balance
strengths and
Understand
weaknesses
where
information is
missing and
how analysis
Use
canresources
improve
on the
Loft to
that
acquire,
practice,
Set and
aply skills
expectations
and give
examples of
target
performance
Look for
patterns of
errors
Create a
Supportive
Environment
Learn from
experts
Brainstorming
ideas, looking
at examples,
Practicing,
setting
acquiring,
expectations
applying, and
integrating
skills for
writing and
research
Service Blueprint- Roosevelt Policy Analysis Guide
Physical Evidence
Promotional Materials;
Thinks Policy Training
Problem
Statement
worksheet
Annotated Bibliography- Each
team member will have 3-7
sources; Synthesis tree
Brainstormed List of
solutions and grid for
criteria
Policy
Brief Draft
Edited Draft and
Comments (on Loft
and on Brief)
Final Submitted
Policy Brief
Learner Actions:
Get Involved
with Roosevelt
Campus
Network
Pick a Issue
Area/Topic
Conduct
ResearchAnalyze
Problem
Identify Array
of Solutions
and Choose one
Attend Writing
Workshop and
Write Policy
Brief Draft
Edit (peer edit,
etc)
Submit
---Line of Interaction------------------------------------------------------------------Front Stage:
Roosevelt
Recruitment (Info
Sessions, Social
Media posts, etc)
• Familiarizing Yourself
with a Policy Brief Lesson
Attend Thinks 2040,
Organizing, Policy,
Stakeholders
sessions
Roosevelt Research
Guide (Online);
Research workshop
(synthesis tree
outline and
brainstorm session)
Thinks Policy
Introduction and
Campus
Brainstorming
sessions
Roosevelt Writing
Workshop (In
Person) and Writing
Guide (Online)
Connect with Alumni
Editors; Facilitate
Peer Editing; Check
briefs against
Roosevelt rubric
---Line of Visibility-------------------------------------------------------------------Back Stage
Roosevelt Campus
Leaders organize
Info Sessions and
Social Media
Campaign to
Recruit Members
Roosevelt Leaders
conduct Thinks
2040, Organizing,
Policy,
Stakeholders
sessions
Create online guide
using Roosevelt
materials and
research guides;
Establish research
standards and pull
together resources
(like websites and
journals for
research)
Leaders Facilitate
Brainstorming
Sessions and Lead
Thinks Policy
Workshop (ensure
new members
understand the
process and what
policy is)
Roosevelt Leaders
facilitate
brainstom session
for potential
solutions and
criteria for
selection
Campus Leaders
Conduct writing
workshop and
focus on style and
components of
Policy writing;
create events to
bring members
together to share
best practices
Roosevelt Leaders
connect students
to editors; they
create mentorships
with new and
experienced policy
writers; continue
to build alumni
database
---Internal Interaction----------------------------------------------------------------Create online guides and
materials; make sure that
resources are up to date
User test to make sure that team
has enough background
information after synthesis map
Train Roosevelt
Leaders to facilitate
brainstorm sessions
User test to make
sure that workshops
are effective
Grow network of alumni and
students to increase
mentorships
WHERETOWe hook students through workshops.
We provide feedback to students through critques.
Lesson 1: What is a Policy Brief?
Use the following template to create your research lesson. The first page of the template describes the purpose of the research
lesson to the observers. The next three pages provide a lesson-planning template that the teacher uses to teach the lesson. The last
page tells the lesson observers what the lesson design team wants them to look for.
This research lesson should be given to the lesson observers in advance of the lesson so they are better prepared for the observation.
LESSON BACKGROUND
Lesson Haley Sonenthal, Calla Jordan, Julia Friedberg
designers:
Instructor: Roosevelt Institute Campus Network (via Loft)
School / Grade: 18-22 year old college students
1. TITLE OF THE LESSON:
●
Policy Analysis Part 1: What is a Policy Brief?
2. GOALS
●
The goal of Lesson 1 is to familiarize students with the end product of a policy brief.
●
By the end of the Lesson they should be able to explain the components of writing a policy brief in their own words.
3. LESSON RATIONALE: Why we chose to focus on this topic and goals. (For example, what is difficult about
learning/teaching this topic? What do we notice about students currently as mathematical learners?) Why we designed the
lesson as shown below.
●
(a) We know our students are very interested in public policy and enacting legislative change, however not all the students in
the Roosevelt Campus Network have undergraduate curricula exposure to the material. Students might be passionate about
policy, but they have different levels of understanding and experience with writing briefs. We are striving to bridge the gap
between students and the resources that are available to them.
○ Specifically, this lesson serves as a starting point for students. They need to understand what they will be creating
before they begin to create it. Once students have an idea of what they will need to write, they will have a better idea
of the writing style to use and the things that they should be researching.
●
(b) We know that students have difficulty with the actual writing format and style of the briefs. They have said that the most
difficult part is taking all of the research and writing a succinct brief.
●
(c) The major focus of the lesson will be the writing process for the policy brief including format, language, style, etc. We hope
to streamline this process for the students so that their research and content can be clear and well presented.
○ Lesson 1, specifically, is aimed towards orienting students with the policy brief format and the necessary components.
●
(d) Our lesson will help students accomplish the objective by outlining an explicitly clear, multi-staged process that all will
follow.
○ We hypothesize that familiarizing students with policy briefs will help them focus their research and writing processes
4. How does students’ understanding of this topic develop? How does this lesson fit within a unit, or within students’
experiences in prior and subsequent grades?
Students who write policy briefs are often interested in government and public policy, but are not necessarily public policy majors.
The Roosevelt Institute provides students with resources, but they need to be streamlined and centralized so that they are more
accessible and easy to follow and use.
Students involved in Roosevelt at Northwestern have a one-hour orientation, but most of what they learn comes from the writing
process and from working with older and more experienced students. They struggle with making their extensive research more
succinct in their writing, and they also struggle with keeping a timeline so that they can remain on track.
5. Relationship of the lesson to standards
The lesson should outline the process for creating high caliber policy briefs to increase the amount of qualified applications (and
eventual winners) for the 10 Ideas competition.
7. Data collection points during the lesson observation.
●
Our team will collect data on:
○ Whether the respondent indicated he/she learned something new
○ Whether the respondent was able to adequately answer all of the questions
○ Whether the respondent feels prepared to move on to the research stage of the process
○ Would they recommend this background preparation to a fellow Roosevelt student
●
Outside observers are asked to collect data on:
○ Expressions of confusion or satisfaction
○ Conversations between students (topics; subject matter; questions they ask)
LESSON 1: WHAT IS A POLICY BRIEF?
This first lesson is optional, but very recommended if you are new to public policy.
Step 1: Complete your Campus Network’s Policy Workshops
Your Roosevelt Chapter should provide Policy Workshops:
Thinks 2040
Thinks Policy
Thinks Organizing
Thinks Stakeholders
Step 2: Familiarize Yourself With Past Policy Briefs and Issue Areas
1) Read through at least three policy briefs.
a. The six issue areas are: equal justice, health care, education, energy and environment, defense and
diplomacy, and economic development
b. Ideally, you should read briefs from a few different issue areas to get an idea of different types of policy.
2) Note the different sections of each brief, and think about the following questions as you read it.
a. Sections of the Brief: Title, Aim Statement, Background, Analysis, Next Steps, Key Facts and Talking Points,
and Citations
b. Questions:
i. How effective is the title and aim statement in getting you to read the brief?
ii. Identify the issue, key stakeholders, and historical context
iii. How does the writer support his or her argument?
iv. What is the proposed solution?
v. How do the key facts and talking points sections add value to the brief?
vi. Are there any unanswered questions after reading the full brief?
Step 3: Take a Look at the Writing Rubric
This will help you to understand how your final product will be evaluated once you have finished the research and writing
portions of the process. You will visit this rubric again in Lesson 3 and 4 when you write and edit your brief.
LESSON 2: FOUNDATION, RESEARCH, ANALYSIS
Goals of the Lesson
The goal of this lesson is to teach Roosevelt students how to efficiently conduct the research process and provide them
with the resources they need to develop their researching skills.
Lesson Rationale:
This lesson will focus on the process for how to go about researching for a policy brief. Roosevelt currently has many
resources for the research portion, but they are not centralized. Students generally are able to find a lot of information,
but they do not always have a clear format to follow or a specific direction. Therefore, they end up with an abundance of
unfocused information that they do not know how to consolidate.
Acitivies:
 Preparing for Research
 Searching for Information
 Analyzing Information
 Synthesizing Information
Purpose
Students need to gather resources and read materials to help inform them on the issue. They need to learn which sources to include (Most policy
briefs have around six of peer reviewed sources in their citations) and also the breadth and depth of information to find.
Part 1: How to Identify your Problem
1. It all began with an idea… Some of you may know exactly what that idea is without question. Maybe you were
inspired at a Roosevelt meeting or in class, or maybe saw something on the news or witnessed it in your own
community. Whatever or wherever the origin, we applaud you for wanting to evoke change. If you have the public
policy passion but aren’t too sure what problem you wish to analyze:
a. https://www.scribd.com/collections/4487260/10-Ideas-2014
i. Familiarizing yourself with the categories of the 10 ideas competition and former noteworthy
propositions is a good place to start
b. General non-restrictive sites and policy news to check out and explore:
i. http://www.people-press.org
ii. http://www.annenbergpublicpolicycenter.org/# from the University of Pennsylvania
iii. http://csis.org
iv. http://www.rand.org
v. http://www.policyarchive.org
c. http://www.opencongress.org
i. This is a must for identifying stakeholders and preexisting legislation in your area.
d. Be a catalyst for change that you can see and feel
i. This inspiration comes from the field. Go out into your community and talk to people. Here what they
have to say, and see what resonates and lights a spark within you.
Part 2: Researching Your Problem
1.
Utilize your university
a. Be sure to check out what resources you have access to at your undergraduate institution. Check out the
library’s website or meet with a librarian; you’d be surprised at the plethora of databases and resources that you
have access to just by being a student at your university! The library is where you will get exclusive access to
peer-reviewed journals and other sources that will be critical for your policy brief.
i. Google Scholar may be helpful but may require University Authorization to view certain articles.
ii. You’ll want to make sure your sources are credible and peer reviewed
1. Peer Review is a process that journals use to ensure the articles they publish represent the best
scholarship currently available. When an article is submitted to a peer reviewed journal, the editors
send it out to other scholars in the same field (the author's peers) to get their opinion on the
quality of the scholarship, its relevance to the field, its appropriateness for the journal, etc.
2. When beginning a database search (such as EBSCO, JSTOR), you can limit your search to peerreviewed sources by selecting a tab or checking a box on the search template.
3. Check Ulrich’s Periodical Directory Online to confirm whether or not the article is peer reviewed
a. Most university’s have access to this database. If not, check with your librarian about an
alternative.
b. Choose 3-5 strong, peer reviewed sources to serve as the literature review for your policy brief during the
writing stage
c. Complete LIT REVIEW OUTLINE
Part 4: Literature Review Outline
1. You should have 3-5 sources and a summary about them.
Part 3: Analyzing Your Problem
1. Complete PROBLEM STATEMENT ANALYSIS WORKSHEET
a. Familiarize yourself with specific social problem or issue or interrelated problems or issues
b. Analyze causes of social problems or issues
c. Develop interventions and programs
2.
Critique Question: Does the issue create a tension, controversy, or uncertainty among the community? Make sure
the issue matters!
Part 5: Synthesis Tree
1. The goal here is to synthesize the research and provide you with a clear process through which you can compile and
organize their information.
a. Synthesizing the information will help you identify gaps and figure out what you still need, what you can
remove, and where you should look next if you need to conduct further research.
2. You will complete a synthesis tree.
3.
4.
5.
6.
a. Completing this activity will help you see what similarities and differences there are among their sources.
Further, it will better you them to identify gaps that you need to circle back and focus on in the research
process.
Examples: https://loft.io/process/argue-from-sources/understand/synthesis-tree/
You will need to have completed the initial steps of the research process and should have an understanding of the
content of the sources they are using. This process will be easier if you complete an option Argument Grid using this
link: https://loft.io/process/argue-from-sources/understand/argument-grid/
a. At the end of this activity, you will have at least one complete tree that they can pull information from. You will
have a visual from which they can begin to construct
Critique Questions
a. Can you answer all questions on Roosevelt research checklist? If not, go back and fill in the gaps with further
research.
Facilitator Guide: The facilitator’s role here is to guide students in the process and act as a resource if they are stuck
or confused. Facilitators should review the synthesis tree themselves, and should walk the students through the
purpose and goals of this lesson. Next, they should direct students to break down the synthesis tree with the initial
problem (in the form of a question) at the top.
Part 6: Array of Options
1. In this section, students and facilitators will participate in a brainstorming session in order to create as many ideas as
possible and compile all possible options that they can structure their briefs around (even ones they initially think are
crazy).
a. Thinking of as many ideas as possible with a group will provide students with an opportunity to think outside of
the box
2. Group members will conduct a collaborative brainstorming session.
a. Completing this activity will help students think more creatively, more openly, and will have the opportunity to
collaborate with others in an upbeat setting.
3. Examples: https://loft.io/process/dfa/ideate/brainstorming/
4. Background Concepts: Students will need to know the topic they are writing their brief on.
5. How to (Deliverables)
a. See Loft link.
b. Should complete list of 100 (??) ideas.
6. Critique Questions (Taken from website)
a. This will help you in the next phase when you are comparing options.
i. Which ideas are the most feasible?
ii. Which ideas are the most cost effective?
iii. Which ideas have the most potential for impact?
iv. What ideas are the most novel?
v. What ideas are you and your team members most passionate about?
Part 7: Comparing Relative Merits of Competing Options
1. The final part of the research process involves determining which option is the best strategy for addressing the social
issue defined in the problem statement.
2. At this point in the process, researchers should have a list of possible options, so they must determine which is best for
targeting the issue.
3. They should follow these steps:
a. Narrow down the brainstormed list by eliminating options that seem incredibly unfeasible or ineffective.
b. Define comparison criteria. Focus on which criteria are most important to the most influential stakeholders.
Examples of important criteria include:
i. Cost
ii. Effectiveness
iii. Political Feasibility
iv. Ease of implementation
v. Specific Values (Example: social justice, fairness, confidentiality, and self-determination)
4. Make a comparison chart (like the example below) to evaluate each option.
Cost
Effectiveness Political
Other
Other
Feasibility
Criteria
Criteria
Option 1
Option 2
Option 3
5. Consider the strengths and weaknesses of each option. Choose the most effective, feasible, and relatively inexpensive
option.
LESSON 3: WRITING YOUR POLICY BRIEF
Step 1: Review Roosevelt Writing Rubric
Reviewing the rubric will give you an idea of how your work will be evaluated
http://d3n8a8pro7vhmx.cloudfront.net/rooseveltcampusnetwork/mailings/106/attachments/original/2015_10_Ideas_Writin
g_Rubric.pdf?1412175398
Step 2: Refer to the Roosevelt Step-by-Step Writing Guide
This guide is very comprehensive and will help you to put all of your research into a complete and succinct policy brief.
http://d3n8a8pro7vhmx.cloudfront.net/rooseveltcampusnetwork/mailings/106/attachments/original/Writing_Your_2015_1
0_Ideas_Piece__Step_by_Step.pdf?1412175396
Step 3: Use the Roosevelt Style Guide
This guide will help you to cite your sources correctly using the Chicago style format.
http://d3n8a8pro7vhmx.cloudfront.net/rooseveltcampusnetwork/mailings/106/attachments/original/10_Ideas_Chicago_Sty
le_Guide_.pdf?1412118937
Step 4: Check Your Work
As you compose your brief, refer back to the rubric to make sure that each component has been addressed.
Overall Policy Analysis Process
1. Familiarize yourself with Policy Brief (optional but recommended if you have no background in policy)
I.
Roosevelt already has policy brief examples and a What is Policy Thinks presentation
2. Research Guide
I.
Part 1: How to Identify your Problem- look at NextGen for Ideas- with whole chapter (in person)
i. **Intermediate product- problem statement analysis worksheet (it is okay if you cannot answer all
questions at this point, because you will be able to fill in blanks with more research)
1. Keep modifying and adding to this document
2. Critique Question- Does the issue create a tension (controversy or uncertainty) among a
community of speakers? Make sure the issue matters!
 DoLE team needs to compile resources for finding issues
3. Roosevelt has problem statement analysis worksheet
II.
Part 2: Researching your Challenge (this is the biggest step)
i. familiarize self with specific social problem or issue or interrelated problems or issues
III.
Part 3: Analyze your Problem
i. develop interventions and programs
IV.
Part 4: Literature Review Outline- (Every team member has 4-7 sources and a summary about them)on your own (online)
 DoLE team needs to a guide for what types of sources are best and how get started doing research
(and places to look)
V.
Part 5: Synthesis Tree - with policy team
 DoLE team can create a guide for facilitator to support this process
i. Critique Question- Can you answer all questions on Roosevelt research checklist?
VI.
Part 6: Identify Array of options
i. Roosevelt already has- research checklist, citation style guide
ii. ** Roosevelt holds a brainstorming session for coming up with policy, programming, and resources
options that define strategy for addressing social issue –with the whole chapter (in person)
 DoLE team needs to make brainstorm guide for facilitators
**Intermediate Product- brainstorm sheet/list (recommended 30-60 min brainstorm session)
iii. Critique Question- Do you have a substantial list of varied ideas?
VII. Part 7: Compare relative merits of competing options- with policy team
DoLE team needs to explain how to compare options
i. Focus on cost, effectiveness, political feasibility, ease of implementation, specific values (eg social
justice, fairness, confidentiality, and self-determination)
ii. -define key criteria
iii. -make a comparison chart for best option
**Intermediate product: comparison chart/grid
iv. Critique Question- Did you consider all strengths and weaknesses of the analysis that you need to
address? Is the chosen option both effective and relatively inexpensive?
3. Writing Guide
I.
Draft proposal –with policy team (online and in person)
II.
**Intermediate product: proposal draft
i. Critique question- does it have all components of a policy brief? Are there unanswered questions?
1. Roosevelt already has writing guide, style guide, and examples
III.
Edit Proposal –with policy team, mentors, other Roosevelt Students, alumni (online or in person)
i. Critique question- Can an outside person understand your brief?
1. Roosevelt already has writing rubric