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CS 300 Technology in a Global Society
Perrine, Terry A.


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

CS 300 Technology in a Global Society

Semester

U1T 2006 DL

Faculty

Perrine, Terry A.

Title

Adjunct Faculty

Degrees/Certificates

MA Computer Resource and Information System Management
BA, Business Management

Office Location

Online

Office Hours

1000-1100 M-F

Daytime Phone

210-387-1529

E-Mail

Terry.Perrine@park.edu

taperrine@comcast.net

Semester Dates

5 Jun - 30 Jul  06

Class Days

Online

Class Time

Online

Prerequisites

None

Credit Hours

3


Textbook:
Kizza, Joseph Migga.
Ethical and Social Issues in the Information Age,
2nd Ed., 2002,
Springer-Verlag New York, Inc.,
ISBN #0-387-95421-X.

DePalma, Paul. Editor.
Annual Editions,
Computer Studies: Computers in Society, (05/06)
12th edition, 2005.
McGraw-Hill/Dushkin,
ISBN #0-07-296886-9.


Course Description:
This course presents the social, political, economic, multicultural, and ethical issues surrounding the use of computers and computer technology. Course  work includes class discussion, readings, collaborative projects and formal  term papers on selected topics.  3:0:3

Educational Philosophy:
My pedagogical philosophy is to mentor my students in achieving their life goals. By signing up to take a course the adult learner demonstrate a desire to achieve an academic level of knowledge in a particular subject matter.  Consequently, the approach that I take is that of a facilitator, aiding their pursuit of learning. And, to ensure that you receive the information that you need, when you need it, the first week of class, I will provide you with both my home and cell phone numbers.  Your time is very important to me.  Consequently, I encourage my students to call me with their questions so that we can get those questions answered as quickly as possible without waiting on email turn arounds..

Each week, I initiate opportunities to explore the subject matter through the assignment of online forum discussions, dropbox assignments, peer reviews and projects. Through formative assessment of the learners weekly performance, I guide their successful examination and analysis of the subject matter.  The course culminates in a final summative assessment that provides each student the opportunity to demonstrate their accomplished understanding of the course material.

Learning Outcomes:
  Core Learning Outcomes

  1. Recognize the major historical implications of information technology.
  2. Assess some of the basic concepts of a global society influenced by Information Technology. (Singapore social system, English trading system, Privacy issues, etc.)
  3. Compare some of the effects of technology upon the cultures of different ethnic and racial groups in the United States and other countries. (Literacy and Artistic Expression in all types of media, etc.)
  4. Apply the tools for critical thinking, scientific reasoning and inquiry to emerging technologies and recognize, analyze and evaluate their possible effects upon the social, cultural, economic, and ethical values of the United States and the world. Knowledge of the history of Information Technology is necessary.
  5. Work as a member of a group in exchanging knowledge and ideas about technology and its role in the world.
  6. Collaborate with a group applying the literacies listed above in a mini-term paper format at least 15 to 18 pages (double-spaced) in length. This will provide practice in a group setting before writing the individual term paper.
  7. Maintain an individual electronic journal of all readings and reference sources in a word-processed journal to be handed in bi-weekly.
  8. Write a term paper using a modified format similar to that found in scientific technical journals. The paper will be at least 15 to 18 pages in length (double-spaced) and demonstrate evidence of applying the literacies to the topic.


Core Assessment:

All Park University courses must include a core assessment that measures the relevant Departmental Learning Outcomes.  The purpose of this assessment is to determine if expectations have been met concerning mastery of learning outcomes across all instructional modalities. The core assessment for this course is a final paper, which counts for 20% of the grade. The final paper requires that an artifact be developed to test at least seven of the eight course core objectives.

Link to Class Rubric

Class Assessment:
Class assessment is based on class particpation, homework assignments, group project paper, individual paper, midterm and final exams

Grading:
Kizza  11 Assignments =         220
DePalma 5 Assignments =         100
Discussion  8 Weekly  =         160
Group Paper 3 Assignments =      75
Indiv Paper 3 Assignments =     150
MT/Final Test =                 300
Total:                         1005

Late Submission of Course Materials:
Not accepted without prior limited time approval

Classroom Rules of Conduct:
Ground Rules for On-line Participation

Please consider for a moment the ground rules governing our online discussions.

1.Everyone will participate in conference discussion. No wall flowers. Everyone must participate in the weekly discussion topics. Conventions of "on-line etiquette," which include courtesy to all users, will be observed.

2.Students should use Email for messages or questions to the instructor and other students. The Class Conference is for discussion of the assigned discussion topic and peer review comments relevant to the discussion topic.

3.Since the weekly discussion threads are a moderated open forum, you should be prepared to explain and defend your discussion postings. In addition, all members of the class are encouraged and expected to any and all discussions.  There is no such thing as a private or closed discussion in the discussion threads.

4.Don't take peer review and discussion posting comments personally. Please confine your postings to the discussion topics.

5. Comments aimed at individuals are inappropriate. If you notice comments that appear to be personally directed, please email me. I will remove / edit those comments as appropriate.

6.Students are expected to complete at least 4 hours per week of conferencing or other appropriate online activities, including sending/receiving Email and navigating and conducting research over the World Wide Web.

7. Eating and drinking in the classroom is at the students discretion. Likewise, trash pickup. However, you should please be advised that I have given the janitors the term off, and act accordingly.

8.  Students are advised that they are responsible for disposal of smoking materials, and providing their own ash receptacles and cuspidors.  Any student who wishes to do so may also provide their own personal fans, heaters, and/or personal air filtration systems as they deem appropriate..

Course Topic/Dates/Assignments:
Per the Course Calendar


Week 1: 05 - 11 Jun

Discussion     Post KIzza Ch 1, DePalma Readings, Group Topic to the appropriate Discussion Topic.  Post two substantive Peer Reviews in each topic

Homework Kizza 1 Test Your Knowledge (TYK) form (Submit to Dropbox)
Kizza 2 TYK form (Submit to Dropbox)
DePalma 1-2 Post to the online Journal and online Dropbox

Groups Paper Review the Group Rubric. Select a Group Paper topic. You must participate in the group to receive Group Paper credit.

Week 2: 12 - 18 Jun

Discussion KIzza 3 TYK; DePalma 3 - 4; Everyone post a copy of your Groups Paper Introduction; Post two substantive Peer Reviews in each topic

Homework Kizza 3 TYK - Post to Online Dropbox;
Kizza 4 TYK - Post to Online Dropbox/..
DePalma 3-4 Post to the online Journal and online Dropbox

Groups Paper EVERYONE Post a copy of your Group Paper Introduction to the Week 2 Paper 2 dropbox. You must participate in the group to receive Group Paper credit.

Week 3: 19 Jun - 25 Jub

Discussion Post KIzza 5 TYK; DePalma 5 - 6 Summaries; Everyone post a copy of your Groups Paper Part 2; Using the instructions provided in Week 1 Groups, Post your proposed individual Paper topic.  Post two substantive Peer Reviews in KIzza, DePalma AND Groups Paper topics.

Homework Kizza 5 TYK - Post to Online Dropbox;
Kizza 6 TYK - Post to Online Dropbox;
DePalma 3-4 Post to the online Journal and online Dropbox

Groups Paper EVERYONE Post a copy of your Group Paper Part 2 to the Week  2 Paper 2 Dropbox. Note: This is the body of your paper. Ensure that your Table of Contents items appear in the paper Body. Also ensure that you watch spelling, grammar and punctuation. You must participate in the group to receive Group Paper credit.

Week 4: 26 Jun - 2 Jul

Mid Term Exam Take the online Mid Term Exam NLT 9 Apr.

Discussion Post KIzza 7 TYK; EVERYONE post a copy of your Groups Completed Paper Post two substantive Peer Reviews in KIzza AND Groups Paper topics.

Homework Kizza 7 TYK - Post to Online Dropbox
Kizza 8 TYK - Post to Online Dropbox

Groups Paper Post a copy of your completed Group paper to the Dropbox

Week 5: 3 Jul - 9 Jul

Proctor Identify your Final Exam Proctor

Discussion Post KIzza 9 TYK; DePalma 7 & 8 Summaries and a copy of your Individual  Paper Introduction. Post two substantive Peer Reviews in each topics

Homework Post Kizza 9 and 10 TYKs to the Kizza 9 and Kizza 10 dropboxes
Post DePalma 7 - 8 summary to Journal and Dropbox

Individual Paper Post a copy of your Individual paper Introduction to the Indiv 1 Dropbox

Week 6: 10 Jul - 16 Jul

Final Exam Preparation Note online Final Exam Preparatoins

Discussion Post KIzza 11 TYK; Post a copy of your Individual  Paper body in the topic thread. Post two substantive Peer Reviews in each topic

Homework Post Kizza 11 TYKs to the Kizza 11 dropbox

Individual Paper Post your Individual Paper body to the Indiv 2 Dropbox

Week 7: 17 Jul - 23 Jul

Discussion Post a Summary of the DePalma readings. ; Post a copy of your completed Individual  Paper. Post two substantive Peer Reviews in each topic

Homework Post a Summary of the DePalma readings. Post two substantive Peer Reviews.

Individual Paper Post your completed Individual Paper to the Indiv 3 Dropbox

Week 8: 24 Jul - 30 Jul

Discussion Discuss what you have Learned from Kizza; Discuss what you have learned from DePalma; Post two substantive peer reviews in each topic

Final Exam Take your proctored Final Exam.  

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2005-2006 Undergraduate Catalog Page 85-87

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2005-2006 Undergraduate Catalog Page 85-87
Warning: Plagiarism will not be tolerated in this class.

According to the Publication Manual of the American Psychological Association, Fifth Edition, Page 117:

"Material directly quoted from another author's work..." "... should be reproduced word for word. Incorporate a short quotation (fewer than 40 words) into text) and enclose the quotation with double quotation marks"

"Display a quotation of 40 or more words in a freestanding block of typewritten lines and omit the quotation marks. Start such a block quotation on a new line and indent the block about 1/2 in. (1.3cm or five spaces) from the left margin (in the same position as a new paragraph). If there are additional paragraphs within the quotation, indent the first line of each an additional 1/2 in. The entire quotation should be double spaced."

Due to the limitations of our online classroom environment, there may be times when the above standard is not practical. However you can still indicate material that is quoted from another source, and provide an appropriate reference citation of that source.

Failure to acknowledge and cite quoted material may result in a failing grade for the assignment and the course.

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "WH".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.
ONLINE NOTE: An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

Park University 2005-2006 Undergraduate Catalog Page 89

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Synthesis                                                                                                                                              
Outcomes
2, 3, 7, 8                                         
The artifact demonstrates the student's ability to creatively apply prior knowledge, skills, and journal readings to produce an original artifact.

Synthesis is demonstrated by using more than two examples from the textbook, journal, and references that exhibit proper application to the topic. (b) The artifact demonstrates in-depth comparison of basic concepts.
 
The artifact demonstrates the student's ability to creatively apply prior knowledge, skills, and journal readings to produce an original artifact.

Synthesis is demonstrated by using at least two examples from the textbook, journal, and references that exhibit proper application to the topic.  (b) The artifact demonstrates comparison of basic concepts.
 
The artifact demonstrates the student's ability to creatively apply prior knowledge and skills to produce an original artifact.

Synthesis was not demonstrated by using  only one example from the textbook, journal entries were incomplete, and/or references were incomplete (b) the artifact attempted to demonstrate comparison of basic concepts.
 
The artifact was not attempted or demonstrates the student's inability to creatively apply prior knowledge and skills to produce an original artifact.

Synthesis was not demonstrated with no examples from the textbook, no journal entries and/or references   (b) no comparison attempted to demonstrate comparison of basic concepts.
 
Analysis                                                                                                                                               
Outcomes
1, 2                                               
The artifact demonstrates the student's ability to recognize more than two of the major historical implications of information technology and ability to assess more than two of the basic concepts of a global society influenced by Information Technology. The artifact demonstrates the student's ability to recognize at least two of the major historical implications of information technology and ability to assess at least two of the basic concepts of a global society influenced by Information Technology. The artifact demonstrates the student's ability to recognize at least one of the major historical implications of information technology and ability to assess at least one of the basic concepts of a global society influenced by Information Technology. The artifact was not attempted or demonstrates the student's inability to recognize any of the major historical implications of information technology and inability to assess any of the basic concepts of a global society influenced by Information Technology. 
Evaluation                                                                                                                                             
Outcomes
4, 5                                               
The artifact demonstrates the student's ability to judge relative value of information based on prior knowledge.

Evaluation:  The student produced artifact demonstrated that the student was able to effectively apply the tools for critical thinking, scientific reasoning, and inquiry based on knowledge of emerging technologies and recognize, analyze and evaluate at least two of their possible effects upon the social, cultural, economic and ethical values of the United States and the world.  The student cited at least two resources/ideas produced as a member of a group that demonstrated knowledge and ideas about technology and its role in the world.
 
The artifact demonstrates the student's ability to judge relative value of information based on prior knowledge.

Evaluation: The student produced artifact demonstrated that student was able to apply the tools for critical thinking, scientific reasoning, and inquiry based on knowledge of emerging technologies and recognize, analyze and evaluate one of the possible effects upon the social, cultural, economic and ethical values of the United States and the world.  The student cited one or two resources/ideas produced as a member of a group that demonstrated knowledge and ideas about technology and its role in the world.
 
The artifact demonstrates the student's ability to judge relative value of information based on prior knowledge.

Evaluation: The student produced artifact demonstrated that student was unable to apply any of the tools for critical thinking, scientific reasoning, and inquiry based on knowledge of emerging technologies and was unable to recognize, analyze and evaluate any of the possible effects upon the social, cultural, economic and ethical values of the United States and the world.  The student did not cite any resources/ideas produced as a member of a group that demonstrated knowledge and ideas about technology and its role in the world.
 
The artifact was not attempted or demonstrates the student's inability to judge relative value of information based on prior knowledge.

Evaluation: The student did not produce an artifact or the produced artifact demonstrated that student made no attempt to apply any of the tools for critical thinking, scientific reasoning, and inquiry based on knowledge of emerging technologies.  The student made no attempt to recognize, analyze and evaluate any of the possible effects upon the social, cultural, economic and ethical values of the United States and the world.  The student was unable to cite any resources/ideas produced as a member of a group (or did not work as a group member) that demonstrated knowledge and ideas about technology and its role in the world.
 
Terminology                                                                                                                                            
Outcomes
1,2, 5, 7                                          
The artifact demonstrates the student's ability to proficiently use terminology related to specific course area. Use of terminology is demonstrated by using the electronic journal, and textbook in writing the three basic areas of the artifact:  1.Introduction, 2.Research and 3.Conclusion. The artifact demonstrates the student's ability to proficiently use terminology related to specific course area. Use of terminology is demonstrated by correctly using the electronic journal, and textbook in writing at least two of the three basic areas of the artifact:  1.Introduction, 2.Research and 3.Conclusion. The artifact demonstrates the student's ability to proficiently use terminology related to specific course area. Use of terminology is demonstrated by correctly using the electronic journal, and textbook in writing at least one of the three basic areas of the artifact:  1.Introduction, 2.Research and 3.Conclusion. The artifact was not attempted or demonstrates the student's inability to proficiently use terminology related to specific course area. Use of terminology is not demonstrated.  There was no use of the electronic journal or textbook resources in writing any of the three basic areas of the artifact:  1.Introduction, 2.Research and 3.Conclusion. 
Concepts                                                                                                                                               
Outcomes
4, 7                                               
The artifact demonstrates the student's ability to recognize and articulate concepts relevant to core course topics. The student-produced artifact that uses more than two examples from the textbook, readings, group discussions, and electronic journal and reference sources demonstrates recognition and articulation. The artifact demonstrates the student's ability to recognize and articulate concepts relevant to core course topics. Recognition and articulation is demonstrated by
the student produced artifact that uses at least two examples from the textbook, readings, group discussions, and electronic journal and reference sources.  
 
The artifact demonstrates the student's ability to recognize and articulate concepts relevant to core course topics. The student-produced artifact that uses fewer than two examples from the textbook, readings, group discussions, and electronic journal and reference sources demonstrates recognition and articulation. The artifact was not attempted or demonstrates the student's inability to recognize and articulate concepts relevant to core course topics. No attempt to produce an artifact or the student did not produce an artifact that uses any resource examples from the textbook, readings, group discussions, and/or electronic journal and reference sources. 
Application                                                                                                                                            
Outcomes
1, 2, 3, 4, 5, 7, 8                                
The artifact demonstrates the student's ability to use principles as they relate to core course topics.

Application is demonstrated by the artifact that exhibits clear and concise understanding of the historical implications of IT, demonstrates more than two of the basic concepts of IT influence on a global society, compares two or more of the effects of technology upon cultures of different ethnic and racial groups in the US and other countries, effectively applies the tools for critical thinking and scientific reasoning, is able to evaluate more than two possible effects upon the social, cultural, economic, and ethical values of the US and world;  lists, cites, and uses more than two ideas developed in group discussions and written in the electronic journal.  The format for the artifact follows all directions and no grammar or spelling mistakes are made.  All aspects of the topic are clearly stated.
 
The artifact demonstrates the student's ability to use principles as they relate to core course topics.

Application is demonstrated by
The artifact that exhibits good understanding of the historical implications of IT, demonstrates at least two of the basic concepts of IT influence on a global society, compares at least two of the effects of technology upon cultures of different ethnic and racial groups in the US and other countries, applies the tools for critical thinking and scientific reasoning, is able to evaluate at least two possible effects upon the social, cultural, economic, and ethical values of the US and world; lists, cites, and uses at least two ideas developed in group discussions and written in the electronic journal.  The format for the artifact follows all directions and few grammar and spelling mistakes are made.  Most aspects of the topic are clearly stated
 
The artifact demonstrates the student's ability to use principles as they relate to core course topics.

Application is demonstrated by
The artifact that exhibits some understanding of the historical implications of IT, demonstrates at least one of the basic concepts of IT influence on a global society, compares at least one of the effects of technology upon cultures of different ethnic and racial groups in the US and other countries, applies some of the tools for critical thinking and scientific reasoning, is able to evaluate at least one possible effect upon the social, cultural, economic, and ethical values of the US and world, lists, cites, and uses at least one of the ideas developed in group discussions and written in the electronic journal.  The format for the artifact follows some of the directions, many grammar and spelling mistakes are made.  Exhibits limited knowledge of the topic.
 
No artifact was produced or the attempted artifact demonstrates the student's inability to use principles as they relate to core course topics.

Application is not demonstrated.  The artifact does not exhibit understanding of the historical implications of IT, does not demonstrate any of the basic concepts of IT influence on a global society, does not compare any of the effects of technology upon cultures of different ethnic and racial groups in the US and other countries, does not apply any of the tools for critical thinking and scientific reasoning.  The artifact does not evaluate any possible effects of IT upon the social, cultural, economic, and ethical values of the US and world; does not list cite, or use any the ideas developed in group discussions (did not participate in group discussions); did not maintain a written electronic journal.  No artifact was produced or artifact was poorly written with many grammatical errors and spelling mistakes.   Exhibits no knowledge of the topic. 
Whole Artifact                                                                                                                                         
Outcomes
8                                                  
The artifact demonstrates the student's ability to write a term paper using a modified format similar to that found in scientific technical journals.  The paper will be at least 15 to 18 pages in length (double spaced) and demonstrates evidence of applying all the literacies* to the topic. The paper has 3 parts 1.Introduction, 2.Research, 3.Conclusion, Resources cited (Bibliography) and demonstrated Concept comprehension, use of more than two examples and references, all terms and definitions are used correctly, the conclusion is brief, clear and agrees with the preceding portions of the paper.  All directions were followed and there were no spelling mistakes or grammatical errors. The artifact demonstrates the student's ability to
write a term paper using a modified format similar to that found in scientific technical journals.  The paper will be at least 15 to 18 pages in length (double spaced) and demonstrates evidence of applying most of the literacies* to the topic. The paper has 3 parts 1.Introduction, 2.Research, 3.Conclusion, Resources cited (Bibliography) and demonstrated Concept comprehension, use of two examples and references, all terms and definitions are used correctly, the conclusion is brief, clear and agrees with the preceding portions of the paper.  All directions were followed and there were no spelling mistakes or grammatical errors
 
The artifact demonstrates the student's ability to
write a term paper using a modified format similar to that found in scientific technical journals.  The paper was less than 15 pages in length (double spaced) and applying fewer than two of the literacies* to the topic. The paper did not have 3 parts 1.Introduction, 2.Research, 3.Conclusion, Resources cited (Bibliography) did not apply to the topic, few definitions were used correctly, a conclusion of the topic may exist but lacks clarity and does not agree with the preceding portions of the paper.  Failure to follow directions.  Poor command of English.
 
An artifact was not produced or the artifact did not demonstrate the student's ability to
write a term paper using a modified format similar to that found in scientific technical journals.  The paper was less than 15 pages in length (double spaced) and did not demonstrate any evidence of applying the literacies* to the topic. The paper did not have 3 parts 1.Introduction, 2.Research, 3.Conclusion, Few or no resources were cited. definitions when used were incorrect. Directions were not followed and/or poor command of English.
 
Component                                                                                                                                              
Outcomes
1, 2, 5, 7                                         
The artifact demonstrates the student's ability to recognize more than two of the major historical implications of information technology, assess two or more basic concepts of a global society, incorporate more than one idea from the group exchange as noted in the paper and use an electronic journal for readings and reference sources. The artifact demonstrates the student's ability to recognize at least two of the major historical implications of information technology, assess at least two basic concepts of a global society, incorporate at least one idea from the group exchange as noted in the paper and use an electronic journal for readings and reference sources. The artifact demonstrates the student was able to recognize at least one of the major historical implications of information technology, or was able to assess at least one basic concept of a global society, and or able to incorporate at least one idea from the group exchange as noted in the paper and or did not use an electronic journal for readings and reference sources The artifact was not produced or it demonstrates the student was unable to recognize any of the major historical implications of information technology, was unable to assess any of the basic concepts of a global society, was unable to incorporate any ideas from the group exchange as noted in the paper and/or did not use an electronic journal for readings and reference sources. 
Relationship                                                                                                                                           
Outcomes
8                                                  
The artifact demonstrates student's ability to articulate and communicate with evidence of applying all five literacies:  Analytical and Critical Thinking, Community and Civic Responsibility,
Scientific Inquiry, Ethics and Values, and Literacy and Artistic Expression.
 
The artifact demonstrates student's ability to articulate and communicate with evidence of applying at least three out of five literacies:  Analytical and Critical Thinking, Community and Civic Responsibility,
Scientific Inquiry, Ethics and Values, and Literacy and Artistic Expression
 
The artifact demonstrates student's ability to articulate and communicate with evidence of applying two of the literacies:  Analytical and Critical Thinking, Community and Civic Responsibility,
Scientific Inquiry, Ethics and Values, and Literacy and Artistic Expression
 
The artifact was not produced or it demonstrates student's inability to articulate and communicate.  There was no evidence of applying any of the literacies: Analytical and Critical Thinking, Community and Civic Responsibility,
Scientific Inquiry, Ethics and Values, and Literacy and Artistic Expression
 

Copyright:

This material is copyright and can not be reused without author permission.

Last Updated:6/1/2006 2:51:38 PM