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SO 302 The Study of the Family
Pena, Sabrina S.


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

F1K 2007 LA

Faculty

Pena, Sabrina S.

Title

Adjunct Faculty

Degrees/Certificates

B.S. Psychology/Sociology (double major)
M.Ed. Guidance and Counseling
Applied Suicide Intervention Skills Trainer (ASIST) and CISM Certified

Office Location

Laughlin Education Center

Office Hours

By appointment: please email or call to schedule time

Daytime Phone

830-774-1093

Other Phone

830-298-4545

E-Mail

sabrina.pena@park.edu

allaboutkidz@msn.com

sabrina.pena@laughlin.af.mil

Semester Dates

Monday, August 20, 2007, to Sunday, October 14, 2007

Class Days

Tuesday, Wednesday and Thursday (traditonal) plus hybrid online (2.5 hours per week)

Class Time

1200-1250

Credit Hours

3


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

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville 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/.

http://www.apastyle.org/aboutstyle.html
http://owl.english.purdue.edu/handouts/research/
http://www.vanguard.edu/faculty/ddegelman/index.cfm?
http://www.park.edu/support/citeapa.asp
http://www.park.edu/support/refAPS.asp
http://www.psyww.com/resource/apacrib.htm

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:
Education, whether derived from traditional education, on-line education, or life experience, is invaluable to your personal and professional growth.  In this course, we will explore knowledge that you already have obtained as it applies to new material.  Learning will occur in a variety of forums including discussion groups, traditional readings and exploration of reputable information available on the internet.   You will find that there is a wealth of knowledge available right here in our class –in yourself, your classmates, and in my expertise.  You will find yourself fulfilling the role of both learner and teacher, which many of you will find increases your retention rate of some of the more complex material. Welcome to SO 302!  I look forward to facilitating, but more importantly learning from each of you throughout our 8 weeks together!

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 his or her understanding of the family today.
  2. Explain why the authors chose the term Family In Transition as the title for the text.
  3. Compare the current status of the family with the status of the family during the idealized "Golden Age" of the 1950s.
  4. Assess how the sexual and gender revolutions experienced by American society have challenged traditional gender roles and conceptions of marriage.
  5. Examine the historical development of the "cult of domesticity" and how the division of household labor reveals the relative power of members of the marital relationship.
  6. Propose a meaningful answer to the question; are we losing confidence in marriage?
  7. Compare and contrast the major tenets of divorce culture and marriage culture.
  8. Identify the major differences in the approaches to childcare that are employed in European countries and the United States.
  9. Summarize the findings of research on what children think about their working parents.
  10. Evaluate the accuracy of the statement, "when the economy falters, families tremble."
  11. Define the term and assess how working couples with children deal with the demands of the "second shift."
  12. Summarize the significant characteristics of African American families that distinguish them from white families or other minority families.
  13. Predict the outcome of the efforts of gay and lesbian parents to reinvent the family as a pluralistic phenomenon.
  14. Formulate a response to the question, why do teenage girls get pregnant when almost no one approves of it?
  15. Interpret the statement, poor women avoid marriage not because they think too little of it, but because they think too much of it.
  16. Appraise the myths that sociologists state are associated with the battering of women.
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:

NOTE: This class is a hybrid course.  The class will meet 3 days a week for 50 minutes (2.5 hours per week) in a traditional classroom setting.  The additional contact hours (2.5 hours per week) will be completed in the online setting within the eCompanion platform similar to a traditional online course. 

Students are responsible for:

1.      Completing the reading assignments.

2.      Participating in the class through discussion of topics introduced by the instructor and responding to submissions by classmates (both in the classroom and in the eCompanion web site).

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. This will be a comprehensive final examination that is given the last week of class.

5.      Participation.  It should be understood that class participation is a separate category and is not based on attendance alone. Being present in class is not considered participation.  This is a junior level class, so participation is actively engaging in discussion that is both related to the course topic and adds additional information to the discussion. 

 

Writing Assignments:

 

1.      Definitions of the Family - During the first and last weeks of the class (Weeks 1 and 8), you are to compose a definition of the family that best reflects your understanding of the family today.  Composing the definitions at the beginning and the end of the class is a method of assessing learning and will enable you to determine if your understanding of family changes as a result of participation in the course.   The definitions must be uploaded into the eCompanion web site in the appropriate Drop Box.

 

2.      Reaction Papers –The Journal Papers are to be one-page reactions to the previous week’s class introduced by the instructor or 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 or by the instructor, agree or disagree with a statement or conclusion of the author or offer a related personal observation based on your own experience.   You must also apply the information to your family of origin.  These journals will not be shared with the class. 

 

3.      Internet Assignment –For Internet Assignment, you are to prepare an annotated list of five Internet sites related to the family or an associated social issue. By annotated, I mean a detailed description of the site including:

- the correct URL,

- the author or source,

- a brief description of the purpose of the site (why it was developed),

- the information contained in the site

- the value of the site for students or others in sociology or a related social science field.  

Students should use the assignment to explore possible topics for the Research Paper. An example of the assignment will be provided.   You will be required to post all web sites in the webliography portion of eCompanion, so that your fellow classmates can access the sites.  Do not copy information from the site.  Your description of the purpose, information and usefulness should be in your own words.  If you elect to copy small amounts of information from the web site, you must use proper citation methods according to APA. 

 

4.   Core Assessment - Each student is to complete the core assessment (See instructions above)  It is to be completed with 10-12 pt. professional font with all-around 1 inch margins.  Pages should be numbered and include an abstract and running head according to APA format.  Be sure to proofread the paper and run spell check along with a grammar check.  Do not rely solely on a computer program to check your work. 

Remember, though, that the student also is to make an oral summary presentation as listed in class assessment one--this will need to be done during the last week of classes.  Presentations will be between 10 and 15 minutes, using whatever sources and media he/she chooses for the presentation.  The student will also stimulate some thematic discussions on the material.

The topic needs to be selected="true" and discussed with the instructor by the end of the second week of the class.   Topics must be submitted in writing via the eCompanion web site in the appropriate Drop Box and approved.  Any deviation from the topic that is submitted and approved, must be approved by the instructor prior to submitting the work.  Final papers that deviate from the approved submission will not be accepted for the course.

 

Grading:

- The course is graded A-F and is based on a point scale.

All assignments must be submitted in the eCompanion web site in the appropriate Drop Box.
Grades for the course will be determined as follows:

Definition of the Family #1, 5 points; DUE Friday Week 1

Reaction Paper #1, 10 points; DUE Monday Week 2

Term Paper Topic; Due Friday of Week 2

Internet Assignment , 10 points; DUE Monday Week 3

Reaction Paper #2, 10 points; DUE Monday Week 4

Reaction Paper #3, 10 points; DUE Monday Week 5

Reaction Paper #4, 10 points; DUE Monday Week 6

Core Assessment, 50 points; DUE Friday Week 7 (25%)

Definition of the Family #2, 5 points; DUE Monday Week 8

Final Exam, 50 points; Friday Week 8

Class Participation, 40 points (5 pts per week)

Total 100%, 200 points

Grading Rubric

1. Definitions of the Family #1 and 2: Points assigned based on whether or not the assignment is completed and submitted by the due date. 5 points possible for each assignment.

2.  Reaction Papers: Points assigned based on whether or not the assignment is completed, submitted by the due date and demonstrates comprehension of the previous weeks lectures, discussions and readings. 10 points possible for each assignment.

3.  Internet Assignment:  Points assigned based on the following criteria:

- five sites reviewed with correct URLs given - 1 point for each site

-  Value of the sites for students or others in sociology or a related social science field - 1 point for each site. 

5.  Core Assessment:  Points assigned based on the learning rubric.

6.   Final Exam:  Points assigned based on the following criteria:

- 30 multiple-choice questions - 1 point for each question 

- 2 short essay questions - 10 points for each essay

 Course Grading Scale

A =   90-100%     180 to 200 points

B =   80-89%      160 to 179 points

C =   70-79%      140 to 159 points

D =   60-69%      120 to 139 points

F =   < 60%       119 points or lower

 

 - In accordance with Park University, a grade of I (incomplete) is assigned only for work, which has been of passing quality through the academic period, but for good reason (does not include poor planning or time management) cannot be completed within the time frame of the contract.  You must request an Incomplete in writing.  I will not automatically assign an "I", and you are not automatically entitled to an "I".

- Poorly written assignments will receive lower grades regardless of the content up to 25%.

- Although this is a Sociology class, I believe that ensuring strong written skills are developed is the responsibility of every instructor, not just English instructors. It is a tremendous disservice to students and the entire academic process when students are allowed to turn in work that is substandard.  All work (paper, exams, etc) will be penalized for spelling and grammar errors as well as lack of composition.  Please do not rely solely on spell check.  Please have a friend, family member or co-worker review your work.

Late Submission of Course Materials:

- It is your responsibility to plan for computer problems, emergencies, illness, etc. and to turn your work in within the contract time frame. Please ensure you allow adequate time to complete assignments and secure a back-up plan for your computer.

 - With regard to the writing assignments, the syllabus specifies when they are due, and I would like them to be submitted as Word or Word compatible documents (rtf is acceptable) in the eCompanion web site.

- Don't wait until the last minute to submit the assignments.  You may submit them early.

- Yes, I will accept assignments if they are late, but your score on the assignment is determined and then reduced by 50%.   The final exam may be taken early, but not after the regular class date when the class as a whole takes the exam.

- Participation is an essential part of the course. As the Grading Plan indicates, participation is not attendance.  You may earn 5 points per week (one for each traditional class period and two points for weekly online discussions).   If you are not present in the traditional class, you will not earn the points for the class regardless of the reason.  It is impossible to participate in the traditional class if you are not in class.

Classroom Rules of Conduct:
 1.  Confidentiality: What is said or experienced will remain in the classroom.  Sometimes in our enthusiasm for learning and sharing we make comments that we would rather others not share.  If you choose to share information that you share with the class with others outside of the class that is your prerogative; however, you are not to share the experiences of your classmates with others.

2.  Agree to Disagree: Personal perspectives will be valued, so personal or character attacks are not allowed.  If the issue at hand may be appropriately challenged based upon educational constructs, then feel free to disagree.  We will treat each other with respect.

3.  Disclosure.  The classroom is reserved for learning, so if you have contributions to the course please feel free to share them.  Disclosures should be focused on the subject(s) at hand and serve a learning purpose for the entire class. 

4.  Courtesy.  Because of some potentially sensitive subject matter, courtesy needs to be maintained in the classroom at all times.  From time to time there may be words or expressions used that may appear "offensive" to some, but yet often used by others without intending to "offend."  Generally, while in class, we will use more "neutral" and academically correct terms. 

5.  Respect for our time together.  Active cell phones, PDA's recorders (analog or digital), pagers, IPOD's, and/or laptop computers are not permitted during any scheduled class period unless directly used in a presentation.  This means no use of any forms of electronic communications or devices during class--whether they are verbal, pictorial, or text messaging.  Such devices are disruptive of the class.  Remember, you signed up for this class, knew the hours of attendance, thus you are to have planned to focus your time on this class. 
 
6.  Instructor Access:  From time to time, it may be necessary to communicate with the me between classes.  The best way is by e-mail and those addresses are already posted herein.  From time to time, it may be necessary for me to communicate with the class as a whole or individually.  I will be using the student's Park University e-mail address, which can be reached from any computer with internet access throughout the world.  If you have not activated your e-mail account, you can very easily do so by using your student id number and password.  If you do not know that information, you can contact the local Park University administrative office and someone in the office will be pleased to help you.  If you have an emergency, feel free to contact me at home or at work.  Keep in mind that I have an employer and need to respect that my time during normal business hours is for conducting business for my employer.  However, a quick phone call for emergency  purposes is acceptable.
 
7.  Food and Drink: Since this is lunch-time class, you are permitted to bring food into class.  Please be respectful of others and clean-up.  If you bring it into the class, take the left overs and trash with you.  Do not leave food or other items in which food has been transported in the classroom trash can.

8. This is a hybrid class (blended online class with traditional class).  Attendance and participation both in the traditional class and online class is critical to the learning process.  Since this is a test here at Laughlin, I am open to discussing the delivery format and your personal learning throughout the term.  Each week, we will spend the last few minutes of the Thursday class time discussing the delivery format.  I will ask you for your opinion of the class and curriculum delivery and will appreciate not only your opinion (good and bad), but also suggestions on how to improve the delivery to maximize your personal learning.
 

Course Topic/Dates/Assignments:
We will adhere to the following suggested schedule in terms of material to be covered, although we will be flexible as needs dictate.


Week 1: The Changing Family
Week 2: The Sexes and Sexuality
Week 3: Courtship and Marriage, Divorce and Remarriage

Week 4: Parents, Children and Childhood
Week 5: Work and Family
Week 6: Dimensions of Diversity
Week 7 & 8: Trouble in the Family
 
Dates to Remember:
First Date of Classes

Monday, August 20, 2007

We will meet online on Monday and in the traditional classroom on the 21st.  Ensure that you log into the course on the 20th.

Last Date of Classes Sunday, October 14, 2007
Last Day to Confirm** Monday, August 13, 2007
First Date to Register Monday, January 01, 2007
Last Date to Register through PirateNet/OPEN Friday, August 17, 2007
Last Date to Drop Monday, August 27, 2007
Last Date to Withdraw Tuesday, September 25, 2007

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 2007-2008 Undergraduate Catalog Page 85-86
Students who engage in such dishonesty may be given failing grades or expelled from the university.

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 2007-2008 Undergraduate Catalog Page 85
Plagiarized materials will result in automatic failure of the course and my recommendation to the University for your removal from the Park University system. I have found several students enrolled in my Independent Study class and online classes plagiarizing in the past.

When you do not give credit to others for their ideas or work, you are stealing. Without honor or integrity, the academic process is disgraced by plagiarism. Plagiarism sometimes occurs through carelessness or ignorance, but it does not make it less serious or excuse the behavior. If you find your self asking, "Should I give credit?" -- the answer is always affirmative.  You can always consult me if you have questions. There will be additional information related to this subject posted in the eCompanion site for this class. Enough on that subject!

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.
  3. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  4. 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 "F".
  5. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  6. 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.
  7. 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.

Park University 2007-2008 Undergraduate Catalog Page 87-88

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:7/24/2007 11:44:32 PM