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SO 302 The Study of the Family
Noren, John W.


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

SO 302 The Study of the Family

Semester

S2T 2007 DL

Faculty

Dr. John W. Noren

Title

Associate Professor of Sociology

Degrees/Certificates

Ph.D., Michigan State University
MSW, University of Michigan - Ann Arbor
BA, Graceland University

Office Location

Parkville Campus, Library 319A

Daytime Phone

816-584-6241 (W)

Other Phone

816-224-8759 (H)

E-Mail

J.Noren@pirate.park.edu

john.noren@park.edu

Semester Dates

March 19 - May 13, 2007

Class Days

TBA

Class Time

TBA

Credit Hours

3


Textbook:

Skolnick, A. S. & Skolnick, J. H. (2007). Family in Transition (14th ed.). New York: Allyn & Bacon. (paper)
ISBN: 0-205-48265-1

Textbooks can be purchased through the MBS bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Course Description:
A study of the family as a social institution and a social group in terms of cross-cultural, historical, and contemporary perspectives. Current controversies concerning male-female roles, sexual morality, reproduction and other issues are considered. 3:0:3

Educational Philosophy:


I strongly believe that education is transformative. Through education and actually any form of learning, whether formal or informal, our lives are transformed, as we acquire knowledge but more importantly expand our understanding of the world in which we live and our place in it. Learning enables us to grow beyond where we are and to see and experiment with alternative perspectives of thinking and behaving.

In my opinion, the role of the instructor in education is to serve as a facilitator of learning. Especially when working with adult students at the college and university level, the instructor facilitates the learning of other equally knowledgeable adults. The instructor may possess more knowledge than the learners may on the subject of study but the learners undoubtedly know more than the instructor on many other subjects. The instructor assists the learners to acquire the knowledge and understanding of the subject matter that permits an integration of it into their personal frames of reference and encourages their utilization of the knowledge as desired.

Learning Outcomes:
  Core Learning Outcomes

  1. Analyze and evaluate forms of family as an institution and a social group, as well as marriage and child rearing, as they vary among times, places, and cultures.
  2. Explain and critique major social and cultural differences in love and expectations for marriage and family life
  3. Understand and assess the roles and structure of the traditional family and contrast those with alternative types of family, such as singlehood, child free couples, single parents, same sex domestic partners, blended families, and so forth; and analyze the causes and consequences of this variety for individuals and for societies.
  4. Know the biological, mental, and social aspects of mate selection, reproduction, contraception, and other family planning issues, and explain the consequences of these decisions.
  5. Describe and evaluate patterns of acquaintance, intimacy, communication, and the division of labor within domestic units.
  6. Describe and evaluate the causes and consequences for family dissolution through divorce or death.
  7. Describe and evaluate the causes and consequences of stress, crisis, violence, abuse, infidelity, money, illness, and other challenges for domestic partners and their children.
  8. Explain how the family fits into the contexts of individual lives and societies, and assess how productive balance might be achieved.
  9. Examine current controversies and trends concerning gender roles, sexual morality, reproduction, child rearing, divorce, and aging in the changing family context; and extrapolate those trends into the near future.


  Instructor Learning Outcomes
  1. Compose a definition of the family that reflects the student
  2. Explain why the authors chose the term Family in Transition as the title of the text.
  3. Propose a meaningful answer to the question, are we losing faith in marriage?
  4. Identify the major differences in the approaches to childcare that are employed in European countries and the United States.
  5. Summarize the findings of research on what children think about their working parents.
  6. Define the term and assess how working couples with children deal with the demands of the "second shift."
  7. Summarize the significant characteristics of African American, Asian American and Latino families that distinguish them from white families.
  8. Formulate a meaningful response to the question, why do teenage girls get pregnant when almost no one, including the girls, approves of it.
Core Assessment:

SO302: THE STUDY OF THE FAMILY


Core Assessment (New for July, 2006)


 


GENERAL NOTES


The Core Assessment assignment for this class will be a major essay that integrates, analyzes, applies, and critiques several sociological concepts and research findings from this course individually, together, and with additional sources from your own literature review and archival study.


You must incorporate the findings from at least five outside sources of original academic research in this essay.  You may also include additional sources for examples or background information, but only reputable, peer-reviewed academic sources will count toward the reference requirements of your essays.  This means that magazines, newspapers, professional periodicals, or internet sources are only appropriate for examples and illustrations in this project — if you have any questions as to whether a specific source is acceptable for your essay, you should ask your instructor rather than guess.  Also, focus on articles or books presenting original research or theories, not on those reviewing others' works or editorializing about opposing approaches.  Reference works, textbooks, and literature reviews are all excellent places to begin your search, but you must find and read the original in order to develop your own reaction.  Ask your instructor for source approval if in doubt.


You should also consider incorporating relevant and reputable statistical and other social scientific data collected by researchers, governments, and other agencies and organizations.  A wealth of such archived data is publicly accessible through the Internet, and their use can help you better understand your issue and develop a stronger analysis and critique. Again, if in doubt, ask your instructor for approval of your data source.


If you do not properly cite those external sources that contributed to your work, then you are guilty of plagiarism.  This will not be tolerated and may result in immediate and serious academic penalties.  If you have any questions as to when and how to use citations and references in you essays, please contact your instructor.  Your final essay will also be formatted according to the relevant portions of the American Psychological Association Style Guide.  The main text of your essay will consist of no more than 3,500 words (or about fifteen pages).  While it possible to construct a successful essay in fewer words, this assignment is comprehensive and detailed enough that most students will find it a challenge to successfully address all of its points in the allotted space.  Begin work on your essay early and leave plenty of time for revision to assure the best possible grade.


 


SO302 CORE ASSESSMENT


Pick one aspect of the modern family, its structure, function, or place in the larger society and culture.  Some possible topics include: the importance of marriage, gender roles, the place of children in the family, sexuality and the bearing of children, single parent families, the employment of parents with children, differences between families of an ethnic minority and white families, the acceptance of gay and lesbian families or other alternative forms, or media representations of the family.  You should feel free to choose another relevant focus for your essay, but no matter what your choice, you should have it approved by your instructor before you begin in earnest.


Find scholarly or official domestic data that identify the prevalence, variation, and trends in your focus issue over the past few decades.  Is there a “cultural inconsistency” between what is actually happening and what we perceive?  You should also find at least one contemporary international point of comparison.  Again, is the actual similarity or difference accurately represented in our common perceptions?  One good place to start is the US Federal statistics gateway site: www.fedstats.gov; the UN, www.un.org, and the World Bank, www.worldbank.org, are two additional good sources for international data; the largest clearinghouse for publicly available academic and organizational data is the ICPSR at the University of Michigan, www.icpsr.umich.edu; and the University of Chicago's NORC is one of the largest academic opinion research centers in the country, norc.uchicago.edu.  Consider multiple sources of data, when possible, and compare and contrast the actual data with public perception of the issue.  Pay particular attention to the trends in the data and use sociological concepts and findings from the course and your additional literature review to analyze your issue.  Over time, what about these families has changed or remained the same?  Why?


Evaluate the individual and social dynamics and consequences of your topic at the family and the social levels.  Explain and analyze how larger social trends affect individual family lives.  Try to understand and explain why some families, who share many characteristics with those of your focus, do not exhibit the same properties.  Is this phenomenon having positive or negative (or both) effects on families and the society?  Why?  How?  According to what standard?  Analyze and critique examples of partisan positions on either side of the public debate over this issue, and identify and evaluate your own biases in the matter.  How can the relevant facts, theories, and research help you determine who is more likely to be right?


Finally, what trend do you think we are likely to see in this issue over the next two decades, both domestically and in your international comparison location?  Defend and justify your conclusions.  What public policies and individual decisions would help guide this future trend in the most generally useful and beneficial direction?  Defend and justify your conclusions.


 

Link to Class Rubric

Class Assessment:


Students are responsible for:

1.       Completing the reading assignments.

2.       Participating in the class discussions.

3.       Completing the writing assignments, including the Research Paper. See the Writing Assignments section of the syllabus for more information.

4.       Completing the Final Exam.

Writing Assignments

1.       Definitions of the Family - During the first and last weeks of the class, you are to compose a definition of the family that best reflects your understanding of the family at this time.  Composing the definitions at the beginning and the end of the class will enable you to determine if your understanding of family changes as a result of participation in the course.

2.       Reaction Papers – The Reaction Papers are to be one-page reactions to some aspect of one of the assigned readings. In preparing the papers, you may chose to comment on what you believe is an important point made in the reading, agree or disagree with a statement or conclusion of the author or offer a related personal observation based on your own experience. Students are asked to bring the Reaction Papers to class for discussion with their classmates.

3.       Evaluation of Web Sites Assignment – In this assignment, you are to evaluate two web sites that you are considering using as resources in the Core Assessment Assignment/Research Paper by applying the evaluation criteria found in the following site:

         Beck, S. (1997). "Evaluation Criteria." The Good, the Bad, & the Ugly: or, Why It's a Good Idea to
               Evaluate Web Sources
. Retrieved July 31, 2006, from New Mexico State University Library's web site 
               http://lib.nmsu.edu/instruction/evalcrit.html

         Additionally, for each of the web sites you are to identify which of the three major theoretical paradigms of sociology (structural-functional, social-conflict, symbolic-interaction) or a combination of paradigms, if any, is paramount in the views and content of the sites and justify your choice by referring to the tenets of the paradigm(s).

         Furthermore, you are to list the web sites in proper American Psychological Association (APA) Style, as if you were listing the web sites as references in the Research Paper.  Information about using APA Style to compile references may be found on the following web pages:

         http://www.apastyle.org/styletips.html

         http://owl.english.purdue.edu/owl/resource/560/01/

         http://www.dianahacker.com/resdoc/p04_c09_s1.html

An example of the assignment will be provided.

4.       Online Library Resources Assignment – For this assignment, you are to provide an annotated list of five resources obtained from Online library electronic databases that may be useful in the Research Paper.

A reminder, the Research Paper is to be a sociological analysis of a significant issue that is associated with the concept, structure, functioning or place of the contemporary family in the larger society. I encourage you to use the assignment to explore potential topics for the paper or explore a single topic in depth.

By annotated, I mean a detailed description of each resource including:
   a. the database from which the resource was obtained,
   b. the author, year or date of publication and title of the resource,
   c. the name of the journal or organization that published the resource, 
       pertinent publication information – volume, issue and page numbers,
   d. a brief description of the content of the resource and
   e. your assessment of the resource’s value for use in a research paper.

Further information and an example of the assignment will be provided.

5.       Film Analysis: Family Case Study -   The objective of the assignment is to complete a sociology study of a family portrayed in film using a case study format.  You are to select a movie from a list provided or choose another movie (requesting approval from the instructor to use the film in the assignment) and analyze the structure and functioning of the family through responses to questions that develop the case study.  You are also to determine the sociological theory that best helps you understand the family and its behavior.

More information about the assignment will be provided.
      
6.      Research Paper - The Research Paper is to be ten to fifteen pages in length (2,500 - 3,500 words) and cover the subject matter announced in the Core Assessment Assignment.  At least five resources of academic research are to be used to write the paper. The resources are to be properly cited, using APA Style, in the body of the paper and in the list of References at the end of the paper. 

Additional information about the assignment will be provided.

Grading:

Grades for the course will be determined as follows:

Assignment - Percentage - Points

Class Participation, 10%, 40
Definition of the Family 1, 2.5%, 10
Definition of the Family 2, 2.5%, 10
Reaction Paper 1, 2.5%, 10
Reaction Paper 2, 2.5%, 10
Reaction Paper 3, 2.5%, 10
Online Library Resources, 5%, 20
Evaluation of Web Sites, 10%, 40
Film Analysis: Family Case Study, 12.5%, 50
Research Paper, 25%, 100
Proctored Exam, 25%, 100

Total 100%, 400 points

Course Grading Scale

Grade - Percentage - Points

A  100 – 90%, 400 - 360
B    89 – 80%, 359 - 320
C    79 – 70%, 319 - 280
D    69 – 60%, 279 - 240
F    59% and below, 239 and below

Grading Rubrics

1.   Class Participation

      Points assigned based on whether or not a meaningful reply is posted in the weekly
      discussion threads to a posting by the instructor and another member of the class.
      5 points possible per week      
      
40 total points possible

2.   Definitions of the Family 1 and 2
 
      Points assigned based on whether or not the assignment is completed and submitted
      by the due date. 
      10 points possible for each assignment

3.   Reaction Papers 1, 2 and 3
 
      Points assigned based on the following criteria:
      *  Response is thoughtful, logical and easily understood - 5 points.
      *  Response is related to the topic of the readings - 2.5 points.
      *  Response promotes class discussion - 2.5 points. 
      *  10 points possible for each assignment

4.   Evaluation of Web Sites Assignment

      Points assigned based on the following criteria:
      *  2 sites evaluated using the 5 Beck criteria - 2 points for each criterion. 
      *  Major theoretical paradigms identified - 5 points for each site. 
      *  Sites properly cited using APA Style - 5 points for each site. 
      *  40 points possible for the assignment

5.  Online Library Resources Assignment

      Points assigned based on the following criteria:
      *  5 resources fully documented - 2 points for each resource 
      *  Value of the sites for possible use in the Research Paper - 2 points for each
           resource
      *  20 points possible for the assignment

6.   Film Analysis: Family Case Study

      Points assigned based on the degree to which the responses fully answer the questions
      and complete the categories of the case study:
      *  Summary of the movie - 5 points
      *  Description of the family - 8 points
      *  Gender roles of the adults - 8 points
      *  Parenting & socialization - 8 points
      *  Work, socioeconomic status & education - 8 points
      *  Family struggles & crisis - 8 points
      *  Conclusions - 5 points
      50 points possible for the assignment

7.   Research Paper

      Points assigned based upon the Core Assessment Learning Rubric.
      100 points possible for the paper

8.   Final Exam

      Points assigned based on the following criteria:
      *  30 multiple-choice questions - 2 points for each question
      *  2 short essay questions - 20 points for each question
      100 points possible for the exam






Late Submission of Course Materials:


With regard to the assignments, the syllabus specifies when they are due and I would like the writing assignments to be submitted as Word or Word compatible documents (rtf is acceptable).  Yes, I will accept assignments if they are late, but your score on the assignment is determined and then reduced by 50%.  Assignments will not be accepted nor will credit be granted for assignments submitted after the end of the class.  There are no provisions for extra credit.

Classroom Rules of Conduct:


The course deals with topics that may be sensitive and perhaps even controversial to some members of the class.  This is a university class; it is appropriate to deal with important issues and to do so in a responsible, fair and open-minded manner.  Remember, everyone deserves our respect when they share their opinions and comments, even if the opinions differ significantly from ours.  I do not anticipate any problems with rudeness in our class and I want everyone to know that the conventions of classroom etiquette will be carefully observed.  Failure to conform to university standards of conduct will result in removal from the course and other possible disciplinary action.

Course Topic/Dates/Assignments:


Week 1: The Changing Family


Learning Objectives -

Through the learning activities of Week 1, the student will:

Compose a definition of the family that reflects his or her understanding of the family today.

Explain why the authors chose the term Family in Transition as the title for the text.

Analyze and evaluate forms of family as an institution and a social group, as well as marriage and child rearing, as they vary among times, places and cultures.

Discussion Topics –

Introduction, Course Overview
Major Theoretical Paradigms in Sociology
The Family in Transition

Reading Assignment –

Skolnick & Skolnick: Introduction,
Readings 3, 4, 5 and 7

Writing Assignments –

Definition of the Family 1
Reaction Paper 1

Week 2: Changing Gender Roles, Sexuality and Society

Learning Objectives -

Through the learning activities of Week 2, the student will:

Know the biological, mental and social aspects of mate selection, reproduction, contraception and other family planning issues, and explain the consequences of these decisions.

Describe and evaluate patterns of acquaintance, intimacy, communication and the division of labor within domestic units.

Discussion Topics –

Theoretical Interpretations of the Family
Changing Gender Roles
Sexuality and Society

Reading Assignment –

Skolnick & Skolnick: Introduction to Part II,
Readings 8, 9, 10 and 11

Writing Assignment –

Evaluation of Web Sites Assignment

Week 3: Courtship and Marriage, Divorce and Remarriage

Learning Objectives -

Through the learning activities of Week 3, the student will:

Explain and critique major social and cultural differences in love and expectations for marriage and family life. Propose a meaningful answer to the question; are we losing confidence in marriage?

Describe and evaluate the causes and consequences for family dissolution through divorce or death.

Discussion Topics –

How the Family is Formed
Courtship and Marriage
Divorce and Remarriage

Reading Assignment –

Skolnick & Skolnick: Readings 14, 15, 16 and 18

Writing Assignment –

Reaction Paper 2

Week 4: Parents and Children

Learning Objectives -

Through the learning activities of Week 4, the student will:

Identify the major differences in the approaches to childcare that are employed in European countries and the United States.

Summarize the findings of research on what children think about their working parents.

Discussion Topics –

Why the Family is Formed
Parents and Children
Childhood
APA Style

Reading Assignment –

Skolnick & Skolnick: Introduction to Part III,
Readings 20, 22, 23 and 24

Writing Assignment –

Online Library Resources Assignment

Week 5: Work and Family Life

Learning Objectives -

Through the learning activities of Week 5, the student will:

Explain how the family fits into the contexts of individual lives and societies, and assess how productive balance may be achieved.

Define the term and assess how working couples with children deal with the demands of the "second shift."

Discussion Topics –

Work and the Family
Family and the Economy
Grading Criteria for Research Paper

Reading Assignment –

Skolnick & Skolnick: Introduction to Part IV,
Readings 26, 27, 29 and 31

Writing Assignment –

Film Analysis: Family Case Study

Week 6: Dimensions of Diversity

Learning Objectives -

Through the learning activities of Week 6, the student will:

Summarize the significant characteristics of African American, Asian American and Latino families that distinguish them from white families.

Understand and assess the roles and structures of the traditional family and contrast those with alternative types of family, such as singlehood, child free couples, single parents, same sex domestic partners, blended families, and so forth; analyze the causes and consequences of this variety for individuals and societies.

Discussion Topics –

African American Families
Latino Families
Gay and Lesbian Families
Interpretations of the "Normal American Family"

Reading Assignment –

Skolnick & Skolnick: Readings 32, 33, 34 and 35

Writing Assignment –

Reaction Paper 3

Week 7: Trouble in the Family: Part One

Learning Objectives -

Through the learning activities of Week 7, the student will:

Formulate a response to the question, why do teenage girls get pregnant when almost no one, including the girls themselves, approves of it.
Discussion Topics –

Teen pregnancy

Reading Assignment –

Skolnick & Skolnick: Readings 36 & 37

Writing Assignment –

Research Paper

Week 8: Trouble in the Family: Part Two

Learning Objectives -

Through the learning activities of Week 8, the student will:

Compose a definition of the family that reflects his or her understanding of the family today.

Describe and evaluate the causes and consequences of stress, violence, abuse, infidelity, money, illness and other challenges for domestic partners and their children.

Discussion Topics –

Domestic Violence

Reading Assignment –

Skolnick & Skolnick: Reading 38

Writing Assignments –

Definition of the Family 2

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 2006-2007 Undergraduate Catalog Page 87-89

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 2006-2007 Undergraduate Catalog Page 87
The course requires a considerable amount of writing, as is appropriate for a 300 level, upper division course. Your writing must be your own and all sources must be documented. The use of commercially prepared term papers or copying and pasting papers from the Internet is, of course, unacceptable and I will check the authenticity of papers through the use of Online plagiarism detection programs. Consequences for plagiarism may include: request to redo the assignment, zero points for the assignment, failure of the course and referral for disciplinary action including expulsion from the university.

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 "W".
  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 2006-2007 Undergraduate Catalog Page 89-90
Instructors must record attendance in all Park University courses and may not retroactively correct attendance records. If you must be absent from class, let me know, by email or phone.  My email addresses and phone numbers are listed at the beginning of the syllabus.  If you do not inform me in advance, your absence from class will be marked as unexcused. Problems with attendance will be dealt with according to the policy statement above.

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)
Evaluation                                                                                                                                                                                                                                                 
Outcomes
1, 2, 3, 9                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           
•  Critically, creatively and thoroughly evaluates at least 7 well-selected course materials, and develops more than 1 application or conclusion for each, as used in the assignment.  Identifies and successfully defends at least 2 strengths and weaknesses for each.  All critical evaluation is justified and supported through well-crafted reason and evidence.  Goes beyond assignment expectations in the quantity and quality of critical evaluation.
•  Justifies all arguments through the integrated application of comprehensive and detailed critical reasoning and scientific evidence.  Displays significant creativity and initiative.
•  Reflexively and creatively evaluates at least 3 strengths and 3 weakness of their own and at least 3 others' assumptions, arguments, analyses, conclusions, and applications.
 
•  Critically evaluates appropriate selected course materials, and at least 5 outside academic sources appropriate to the assignment and an upper division course.  Identifies both the strengths and weaknesses of each major concept or position, and justifies their evaluation through reason and evidence.
•  Justifies most arguments (all but 1 or 2) through the integrated application of appropriate and sufficiently detailed critical reasoning and scientific evidence.
•  Reflexively identifies at least 2 strengths and 2 weaknesses of their own and at least 2 others' assumptions, arguments, analyses, conclusions, and applications.
 
•  Demonstrates little critical evaluation (no more than 3 or 4 attempts), or such evaluation presented is inappropriate to the assignment or topic.  Fails to offer a balanced evaluation of some concepts or positions.  Fails to consistently explain and justify their reasons or evidence for all points.
•  Justifies no more than 3 or 4 of their arguments in an appropriate manner.  Fails to integrate appropriate and sufficiently detailed critical reasoning or scientific evidence for each major point.
•  Fails to demonstrate critical reflexivity, or presents biased arguments against those positions with which they disagree or for those arguments or evidence that supports their pre-existing biases.
•  May even demonstrate critical thinking skills, but they are used in the “weak sense” and work only to support their foregone (biased) conclusions.
 
•  Demonstrates no critical evaluation — or makes 3 or more major, or many minor, critical errors.  Modes of evaluation are inappropriate to the assignment and level of an upper division course.  Arguments are unbalanced and demonstrably biased.
•  Fails to offer any appropriate justification for arguments.  Uses little critical reasoning or scientific evidence, none at all, or such reasons and evidence is wholly inappropriate.
•  Is not appreciably critical or reflexive, and may evidence merely seeking to confirm their pre-existing opinions without subjecting them to critical testing.
 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
4, 9                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
•  Displays particular judgment in selecting and integrating more than 5 outside academic sources (in excess of assignment requirements).
•  Integrates, compares and contrasts differing sources and perspectives without error and in creative and especially effective ways.
•  Incorporates sources from popular or mainstream media or personal experience (in addition to those above) as particularly apt illustrations of course content and other outside academic resources.
•  Draws several accurate, justified, and creative connections among multiple concepts and sources consistently at or above the level of an upper division course.
 
•  Correctly integrates a at least 5 outside academic sources appropriate to the assignment and to an upper division course.
•  Integrates, compares and contrasts differing sources and perspectives with no major errors and more than a few minor errors.
•  May also incorporate sources from popular or mainstream media (in addition to those above), but correctly distinguishes between scientific and non-scientific outside sources, as appropriate, and uses the latter only for illustration and not justification.
•  Draws at least 5 accurate and justified connections among multiple concepts and sources.
 
•  Attempts to integrate at least 4 outside academic sources, but does so with 1 major error or with several minor errors.  Or incorporates outside sources with little or no attempt at their integration or synthesis.  Or with attempts at synthesis not consistently meeting the level of an upper division course.
•  Insufficient integration, comparison or contrast of differing sources and perspectives with 1 major, or several minor, errors.  Or includes only sources on one side of an issue where there is legitimate and obvious disciplinary disagreement.
•  Evidences little, if any, discernment between academic and popular sources.
•  Draws fewer that 5 connections among concepts and sources.  May contain 1 serious error or several minor errors.
 
•  Little, if any, attempt to integrate outside academic sources (no more than 4 sources).  Contains more than 1 major error or many minor errors.  No significant attempt at synthesis appropriate to an upper division course.
•  No significant comparison or contrast among sources and perspectives.  May demonstrate 2 or more major errors or many minor ones.
•  Evidences no discernment between academic and popular sources.
•  Draws fewer than 5 connections among concepts and sources, and those attempts contain 2 or more major errors, or many minor ones.
 
Analysis                                                                                                                                                                                                                                                   
Outcomes
1, 2, 8                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
•  Demonstrates exceptional command of a full range of concepts and theoretical perspectives presented in the course, with more than 5 well-developed examples.  Introduces at least 2 additional relevant findings or theoretical and conceptual distinctions.
•  Exceptional analysis of a wide range of appropriate course materials (more than 5) and outside sources (more than 2) beyond the assignment guidelines and without error.
• Presents creative and sophisticated reason, logical justification, and exceptionally high evidentiary standards consistently at or beyond the level of an upper division course.
 
•  Demonstrates sufficient command of appropriate concepts and theoretical perspectives presented in the course, and successfully uses at least 5 course concepts.
•  Successfully analyzes at least 5 appropriately selected course materials, and least 2 outside sources, without major error.
•  Identifies and exemplifies forms of reason, justification and evidentiary standards appropriate to the level of an upper division course.
 
•  Demonstrates insufficient command of appropriate concepts and theoretical perspectives at the level of an upper division course, insufficiently or unsuccessfully use the chosen analytic tools, or chooses inappropriate analytic tools.
•  Analysis of appropriate selected course materials contains 1 major error or several minor ones.  May not attempt significant (or any) analysis of outside materials or examples.
•  Uses some inappropriate reason, evidence or justification.
 
•  Fails to demonstrate any sufficient command of appropriate concepts and theoretical perspectives.  Fails to sufficiently or successfully use their chosen analytic tools.  Chooses some inappropriate analytic tools.
•  Analysis of inappropriate course materials or contains at least 2 major errors or many minor ones.  No attempt at analysis of outside materials or examples.
•  Uses inappropriate, insufficient, or unjustified reason or evidence.
 
Application                                                                                                                                                                                                                                                
Outcomes
2, 8                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
•  Demonstrates and justifies exceptional command of factual course materials (more than 4 instances).  Creatively and effectively employs more than 2 salient outside examples.
•  Creatively and consistently applies course materials to 3 or more relevant personal, social, and historical examples without error.
•  Creatively, effectively, and illustrates and supports all points through well-chosen and integrated relevant examples, details, and supporting information consistently at or above the level of an upper division course.
 
•  Demonstrates and justifies sufficient command of factual materials presented in the course (at least 4 instances), and at least 2 outside sources.
•  Applied course materials to at least 3 appropriate personal, social, or historical examples without major error.
•  Provides adequate illustration and support of all points through salient and relevant examples, details, and supporting information at the level of an upper division course.
 
•  Demonstrates insufficient command of factual course materials (fewer than 4 instances).  Fails to meaningfully incorporate outside examples.  Does not consistently or adequately justify their inclusion.
•  Inappropriate or insufficient (fewer than 3) personal, social, or historical examples.  Any applications, such as there are, may contain 1 major error or several minor errors.
•  Provides inadequate illustration and support of a few key points (no more than 4) or several minor ones.  Examples, details, and supporting information is often tangential or its connection is incompletely explained and justified.
 
•  Fails to demonstrate meaningful command of factual course materials.  Rarely justifies their inclusion or makes serious and consistent omissions (more than 2).
•  Lacks meaningful, relevant, or significant personal, social, or historical examples, or those provided are completely inappropriate to the assignment.  May contain more than 2 major errors or many minor errors in application.
•  Provides little, if any, support for even key points.  Examples, details, and supporting information is lacking, irrelevant, or unexplained.
 
Content of Communication                                                                                                                                                                                                                                   
Outcomes
4, 5, 6, 7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           
•  Goes beyond the strictures of the assignment through the use of exceptionally precise, accurate and expressive language chosen for a well-defined audience.  May even successfully integrate the needs of multiple audiences.
•  Is exceptionally well organized, unified, focused, flowing, or has a particularly well-suited opening and closing.  Nuanced and precise control of language.
•  Presents a balanced and thoughtful treatment of controversial research or policy issues, even as it clearly communicates an advocated position.
•  Utilizes technical terminology from the course and outside reseaarch in an advanced, nuanced, and precise manner consistently at or exceeding the level of an upper division course.
 
•  Responds fully and completely to the assignment using appropriate, direct language and expresses its purpose clearly and persuasively for the needs of a defined audience.
•  Well-organized, unified, focused, flowing, and opens and closes effectively.
•  Presents one side of controversial research or policy issues well and completely, and makes a serious (though perhaps not completely successful) effort to communicate alternatives.
•  Correctly utilizes technical language from the course and outside research in a manner appropriate to the assignment and level of the course.
 
•  Fails to respond fully or completely to the assignment.  Language is sometimes inappropriate, flaccid, or confusing and does not express its purpose clearly and persuasively.  Audience is undefined or inconsistent.
•  Lacks some organization or unified argument.  May be slightly unfocused.  Has significant problem with flow or effective opening and closing passages.
•  Evidences bias or makes little effort to communicate serious alternatives.
•  Has 1 or more major, or, more than a few minor, terminological errors.
 
•  Falls significantly short of the assignment strictures.  Language is often inappropriate, flaccid, and confusing, and does not express a clear or persuasive purpose.  No clear sense of audience.
•  Is disorganized, disjointed, unfocused, or stilted.  Unsuccessful or lacking in its opening and closing.
•  Evidences significant bias.  Makes no effort to communicate serious alternatives or digresses into mere opinion or ideology.
• Has 2 or more major, or many minor, terminological errors.
 
Technical Skill in Communicating                                                                                                                                                                                                                           
Outcomes
1, 9                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
•  Has no errors in spelling, grammar, punctuation, vocabulary, structure and format.
• Evidences literacy, numeracy, rhetorical, and information processing skills at or beyond the level of an upper division course.
•  Completely and correctly acknowledges and documents (through in text citations and an accompanying references section) all directly and indirectly used sources.
•  No errors in the application of relevant portions of APA format.
 
•  Has no more than 1 major error, and no more than a few minor errors, in spelling, grammar, punctuation, vocabulary, structure and format.
•  Evidences basic literacy, numeracy, rhetorical, and information processing skills appropriate to the level of an upper division course.
•  Consistently, but not completely acknowledges and documents (through in text citations and an accompanying references section) all directly used sources.  May evidence no more than 3 minor problems with indirect attribution or a few small errors in reference format.
•  1 or a few minor errors in the application of relevant portions of APA format.
 
• Has 2 or more major, or more than a few minor, errors in spelling, grammar, punctuation, vocabulary, structure and format.
•  Incompletely or inconsistently displays literacy, numeracy, rhetorical, and information processing skills at the level of an upper division course.  May include up to 2 major errors or a few minor ones.
•  Incompletely or inconsistently acknowledges and documents (through in text citations and an accompanying references section) all directly used sources.  May evidence 1 major problem, or a few minor problems, with indirect attribution or several errors in reference format.
•  1 major error, or a few minor errors, in the application of relevant portions of APA format.
 
• Has 3 or more major, or many minor, errors in spelling, grammar, punctuation, vocabulary, structure and format.
• Has 2 or more major errors, or many minor errors, in literacy, numeracy, rhetorical, or information processing skills, or fails to demonstrate most of these at the level of an upper division course.
• Has 2 or more major errors, or many minor errors, in acknowledging and documenting citations and references.  May evidence 2 or more major problems with indirect attribution or may misattribute sources.  Reference and citation format is inconsistent or incorrect.
•  More than 2 major error, or several minor errors, in the application of relevant portions of APA format.
 
MULTICULTURAL                                                                                                                                                                                                                                              
Outcomes
1, 2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Demonstrates ability to analyze and evaluate family forms and practices varying among times, places, and cultures with no significant or noticeable errors. Demonstrates ability to analyze and evaluate family forms and practices varying among times, places, and cultures with no major errors and only a few minor ones. Does not demonstrate a successful or consistent ability to analyze and evaluate family forms and practices varying among times, places, and cultures.  Contains 1 or 2 major errors or several minor ones. Fails to demonstrate an appreciable ability to analyze and evaluate family forms and practices varying among times, places, and cultures.  Contains more than 2 major errors and omissions, or many minor errors and omissions. 
CONTEMPORARY                                                                                                                                                                                                                                               
Outcomes
3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Clearly and accurately assesses the roles and structure of the traditional family and contrasts those with alternative types of family with no significant or noticeable errors. Assesses the roles and structure of the traditional family and contrasts those with alternative types of family with only a few minor and no major errors. Does not clearly or persuasively assess the roles and structure of the traditional family and contrasts those with alternative types of family. Contains 1 or 2 major errors or several minor ones. Fails to clearly or persuasively assess the roles and structure of the traditional family and contrasts those with alternative types of family. Contains more than 2 major errors and omissions, or many minor errors and omissions. 

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Last Updated:2/28/2007 12:06:06 PM