Conclusion

Example student learning outcomes for your courses or curriculum:

Students should be able to:

1. Apply habits of critical analysis to their own lives.
2. Seek out and identify the hidden cultural assumptions that have shaped their world view invested in power relationships, individual versus societal tensions, and short-term versus long-term outcome attainment.
3. Identify ethical tensions between power relationships, the needs of the individual versus the community, and the interests of short-term versus long-term outcome attainment.
4. Highlight ambiguities, fallacious reasoning, and lack of clarity in media presentations of political events.
5. Create policy analyses that incorporate aspects of power, tension, and time horizon.

References

Anderson, J. E. (1979). Public Policy-Making (2nd edition). New York: Holt, Rinehart & Winston.

Birkland, T. A. (2001). An Introduction to the Policy Process: Theories, Concepts, and Models of Public Policy Making. Armonk, NY: M. E. Sharpe.

Brookfield, S. D. (1995). Becoming a Critically Reflective Teacher. San Francisco: Jossey-Bass.

Dictionary.com. Retrieved September 13, 2008, from http://www.dictionary.com.

Edwards, G. C., Wattenberg, M. P., & Lineberry, R. L. (2006). Government in America: People, Politics, and Policy. New York: Pearson Education.

Jagadesan, T.D. (2008). Good governance: Still a pipe dream. Retrieved August 20, 2008, from,
http://www.sarkaritel.com/news_and_features/infa/ january08/02good_govern.htm.

Peters, B. G. (2004). American Public Policy: Promise and Performance. Washington, DC: Congressional Quarterly Inc.

Tucker, J. (1974). The Experience of Politics: You and American Government. New York: Harper & Row.

Van Horn, C. E., Baumer, D. C., & Gormley, W. T. (1992). Politics and Publilc Policy (2nd edition). Washington, DC: Congressional Quarterly Inc.