Planned parenthood.
The purpose of this assessment is to introduce students to a program/policy analysis process. Students will use tools learned in this course to further analyze a social program or policy that relates to families. This experience will help students as they prepare for their careers. This project will engage students in program and policy awareness and development while further demonstrating their critical thinking skills. Students are to select one of the many social programs or policies referred within this course and/or utilized in the general public, as long as it can be related to families. Students are then to research five (5) or more professionally sound sources that relate to their chosen program or policy. Sources can consist of peer-reviewed journal articles and related research material. Students are to avoid utilizing their course textbook as one of their sources. Upon completing the research, students are then to analyze their program/policy. They are to use “The ANALYSIS Model,” which will be provided by the professor in class. Students are highly encouraged to use their critical thinking skills to think outside-the-box and seek to reflect on missing piece(s)-of-the-puzzle. For example, students are to focus on assessing oppressed populations of people that are not addressed or supported with or by their chosen program or policy. Further, throughout the completion of this assessment, students should be processing and advancing their cultural competency skills. The skills of Competency #5: Engage in Policy Practice are gained via individual student papers as well as through the round robin presentation activity. During the round robin presentation activity, students have the opportunity to learning and expand their knowledge of more policies (other than their own) related to local, state, and federal level that impacts the well-being, service delivery, and access to social services. This assignment helps a student demonstrate their critical thinking to analyze, formulate, and advocate for polices that advance human rights and social, economic, and environmental justice. Students are to document their findings in a ten (10) or more typed, double space, research-style paper. Students are to attach their reference page of their used sources to their paper. Students are to turn their paper in at the start of class as well as to Moodle prior to the start of class of the assigned due date provided in the Course Schedule. Papers will be assessed based on correctly following assignment directions and using professional standards of good grammar and format, including using APA. This assignment will first be submitted to Moodle and then once approved by the professor, it will be submitted to LiveText. This assignment helps the student advance their knowledge while applying their gained skills of Competency #5: Engage in Policy Practice, as they examine and evaluate a social welfare policy via using the ANALYSIS Model. This model supported the student with exploring a policy and its history, role on service delivery, details of its implementation, and its impact on social justice. The student has an opportunity to apply their gained knowledge about policy formulation, analysis, implementation, and evaluation to their chosen policy. They have the means to assess the financial cost, the strengths and weaknesses of the policy, as well as processed its influence on social justice. The student gains knowledge of policy analysis while applying their gained skills as they implemented the ANALYSIS Model on their chosen policy. This assignment helps the student demonstrate the Alverno College Ability – Analysis, Level 4; Valuing in Decision Making, Level 4; and Integrated Communication, Level 4.