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Given the growing interest in social movements as policy agenda setters, this paper investigates the contexts within which movement groups and actors work with political elites to promote their common goals for policy change. In asking how and why so-called outsiders gain access to elites and to the policymaking process, I address several contemporary theoretical and empirical concerns associated with policy change as a social movement goal. I examine the claim that movements use a multipronged, long-term strategy by working with and targeting policymakers and political institutions on the one hand, while shaping public preferences – hearts and minds – on the other; that these efforts are not mutually exclusive. In addition, I look at how social movement organizations and actors are critical in expanding issue conflict outside narrow policy networks, often encouraged to do so by political elites with similar policy objectives. And, I discuss actors’ mobility in transitioning from institutional activists to movement and organizational leaders, and even to protesters, and vice versa. The interchangeability of roles among actors promoting social change in strategic action fields points to the porous and fluid boundaries between state and nonstate actors and organizations.

This chapter describes five disciplinary domains of research or lenses that contribute to the design of a team tutor. We focus on four significant challenges in developing Intelligent Team Tutoring Systems (ITTSs), and explore how the five lenses can offer guidance for these challenges. The four challenges arise in the design of team member interactions, performance metrics and skill development, feedback, and tutor authoring. The five lenses or research domains that we apply to these four challenges are Tutor Engineering, Learning Sciences, Science of Teams, Data Analyst, and Human–Computer Interaction. This matrix of applications from each perspective offers a framework to guide designers in creating ITTSs.