In your groups of two to three students, co-write a double-spaced paper responding to the following prompts (2 paragraphs per prompt unless otherwise noted) based on your shared agreement for your class project. In the paper, please use subheadings for each of these prompts.

1. State the title for your podcast episode as the title of the assignment.
2. Choose a policy-related topic. What do you want to know about this topic? What are your central questions about this and why? Why is this important to talk about right now?
3. What are ethical issues you will have to consider and how will you take those into account?
4. Who are two people you want to interview? Why? What do you think they will be able to tell you? What are 2-4 alternatives?
5. How do you plan on gaining access? How will you record? What do you hope to learn? How has contact gone so far?
6. What is the positionality of the group in relationship to this subject? Interview subjects? Observation space? (Each member should write their own paragraph)
7. Appendix: Interview Guide - What questions will you ask your interviewees? (Each group member should contribute questions)
8. Appendix Table: Who will do what in the production of the podcast? While everyone will conduct their own interview, other roles to consider: Editor(s) of audio, Host(s) of the podcast (Narration throughout), Outreach & Scheduling to interview candidates, Producer (Responsible for Outlining the Flow of the Podcast and any Scripting)

A note on topic selection:

You can pick any current event, topic, or policy of interest. To find a topic, I recommend reading the news or talking to friends/family about what interests or concerns them. The key is to focus on something specific since your podcast must be 10-30 minutes long.

—

Papers will be graded on the following criteria:

A - Excellent work. Groups shows near perfect understanding of the course materials. Assignments turned in on time and shows evidence of analytical rigor, originality, and superior achievement. Content is thoughtful and thorough.

B - Good work. Student shows a strong grasp of the course materials and turns assignment in on time. Work has some analytical rigor, but there are some errors. Good work, but not the most original, thought-provoking, or thorough.

C - Average work. Serious errors or misunderstanding of the course materials and limited analysis.

D - Poor work. The student appears to have made little effort and produces below average work. Very serious errors or misunderstanding of the course materials.

F - Unacceptable or no work. The student either did not turn in work or what was turned in showed no effort to keep up with the course materials.