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EI 230 Integrated Skills I
Weddle, Donna Marie


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

EI 230 Integrated Skills I

Semester

FA 2008 HOA

Faculty

Weddle, Donna

Title

Adjunct Faculty

Office Hours

By appointment

E-Mail

donna.weddle@park.edu

Semester Dates

August 18 -- December 12, 2008

Class Days

-M---F-

Class Time

12:25 - 1:40 PM

Credit Hours

3


Textbook:
None required.  Materials will be provided by the instructor.

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/.


Course Description:
EI 230 Integrated Skills I: This course teaches students to integrate diverse English skills, including speaking, listening, reading and writing, into holistic language use. Students will build on language skills by increasing reading comprehension, writing fluency and speaking fluency. May be taken an independent study. 3:0:3

Learning Outcomes:
  Core Learning Outcomes

  1. Create projects which demonstrate the dominant theme of each unit
  2. Choose and demonstrate the appropriate grammar and vocabulary for their topic
  3. Collect information and materials for projects from various types of sources
  4. Present and interpret themes employing different modes
  5. Identify and express cultural insights in their work
  6. Show through evaluation and revision that they have recognized grammatical, vocabulary, or organizational problems
  7. Demonstrate academic skills in presenting their assignment in proper form and on time


  Instructor Learning Outcomes
  1. • Practice grammatical, oral/aural, reading, and writing skills, and vocabulary encountered in other classes and appropriate to the level
Core Assessment:

In this course your core assessment will consist of three projects, each of which is worth 20% of your grade. Each project will be centered around a theme; for each, there is a required oral presentation, body of written work, vocabulary workbook, and visual creation (please see course outline for details). Students will be given a checklist and complete list of expectations at the start of each unit.

Link to Class Rubric

Class Assessment:

Participation/Attendance
Projects/presentations
Quizzes
Final Paper

Grading:

Participation/Attendance:  15%

Projects/presentations: 60% total as follows:

   First project/presentation: 20% 
   Mini-projects/presentations (5): 4% each (20% total)
   Final Project/presentation: 20%

Quizzes: 5%
Final Paper: 20%
 
All projects/presentations will be graded A-F (including plus and minus) at the discretion of the instructor. 

Late Submission of Course Materials:
Students will be required to deliver oral presentations on the day assigned unless they have an excused absence.  Absent students must arrange with the instructor to give their presentation as soon as possible.  Written assignments may be submitted up to a week late; all late assignments will be assessed a grading penalty to be determined by the instructor.

Classroom Rules of Conduct:

Students must attend class regularly and on time.  Group participation is a core component of the class; respect for each individual student and his/her contribution to the class will be paramount.  Students should be prepared to spend time outside of class meeting with group partners and preparing presentations/projects.  Oral presentations must be prepared and practiced before presented in class.  Oral presentations will not be written presentations simply read aloud from a text.   Presenters may use previously prepared note cards or outlines when required. Students should listen carefully to their fellow presenters and respect their efforts.  Quizzes may be compiled from student-presented presentations.

Course Topic/Dates/Assignments:

 

Date

Topic

Assignment

August 18 – August 29

Current Events

Project:  Oral presentation about your country’s (or an individual competitor from your country) participation in the Olympic Games. (5 minutes) Due: 8/29

September  1

LABOR DAY: No Class

September  5 – November 14

Life in the United States

9/5 – 9/12

History

Mini-project: Write a week’s journal in the style of Frederick Douglas. Due: 9/12

9/15 – 9/22

Geography

Mini-project:   Due: 9/22

9/26 –10/3

Customs, Traditions, Holidays

Mini-project: Poster collage of a holiday. Due 10/3

10/6 –10/20

Diversity, Social Issues

Mini-project: Survey. Due 10/20

10/13—10/17

FALL BREAK: No Class

10/20—11/3

Politics

Mini-project: Debate. Due 11/3

11/7—11/10

Economics

Mini-project: Due: 11/10

November 14 – December 5

Globalization

Project: public awareness campaign. Due 12/1

Final Paper. Due 12/5

11/28

THANKSGIVING : No Class

December 5

Last Day of Class

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 2008-2009 Undergraduate Catalog Page 87

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2008-2009 Undergraduate Catalog Page 87

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 "F".
  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.

Park University 2008-2009 Undergraduate Catalog Page 89-90

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 .

Additional Information:
The course outline and assignments listed above are a guideline only and may be changed at the instructor's discretion.



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Synthesis                                                                                                                                                                                                                                                  
Outcomes
1. projects demonstrate the dominant theme of each unit 3. collect information and materials for projects from various types of sources 7. show through evaluation and revision that they have recognized grammatical, vocabulary, or organizational problems                                                                                                                                                                                                                                                        
•Unit compositions, project, and presentations are focused on approved theme;
•researched from at least 3 sources, including one non-Web source;
•well articulated, with minimum revision required  
 
•Unit compositions, project, and presentations are focused on a theme that may have to be narrowed;
•researched from at least 2 sources;
•fairly well articulated with some revision required
 
•Unit compositions, project, and presentations are not focused - theme needs work;
•only one source used;
•2 or more revisions required
 
•Unit compositions, project, and presentations show no clear focus or theme;
•research material downloaded straight from Web or another source;
•numerous revisions required
 
Analysis                                                                                                                                                                                                                                                   
Outcomes
2. choose and demonstrate the appropriate grammar and vocabulary for their topic 6. identify and express cultural insights in their work                                                                                                                                                                                                                                                                                                                                                                             
•Unit compositions, project, and presentations demonstrate grammatical and appropriate use of English;
•superior vocabulary;
•cultural insight
 
•Unit compositions, project, and presentations contain some grammatical errors and/or inappropriate use of English;
•mix of old and new vocabulary;
•some cultural insight
 
•Unit compositions, project, and presentations contain many errors and inappropriate usage;
•mainly old vocabulary used;
•little cultural insight in evidence
 
•Unit compositions, project, and presentations contain so many errors and inappropriate usages that they are difficult to comprehend;
•limited vocabulary used;
•no cultural insight in evidence
 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
7.  show through evaluation and revision that they have recognized grammatical, vocabulary, or organizational problems 8.  demonstrate academic skills in presenting their assignment in proper form and on time                                                                                                                                                                                                                                                                                                     
•Outlines, proposals, and checksheets are completed;
•work is revised as required
 
•Most outlines, proposals, and checksheets are completed;
•work may require more than one revision
 
•Some outlines, proposals, and checksheets missing;
•work may be incomplete, and require several revisions
 
•Few or no outlines, proposals, or checksheets;
•work submitted is incomplete, and requires multiple revisions
 
Terminology                                                                                                                                                                                                                                                
Outcomes
8.  demonstrate academic skills in presenting their assignment in proper form and on time                                                                                                                                                                                                                                                                                                                                                                                                                            
•New vocabulary is appropriately and consistently used, in proper context;
•Over 90% accuracy rate in all vocabulary exercises and quizzes
 
•New vocabulary is used, but not always appropriately and consistently;
•65-89% accuracy rate in all vocabulary exercises and quizzes
 
•Some new vocabulary is used, sometimes neither appropriately nor consistently;
•50-65% accuracy rate in all vocabulary exercises and quizzes
 
•No new vocabulary is used;
•0-49% accuracy rate in all vocabulary exercises and quizzes
 
Concepts                                                                                                                                                                                                                                                   
Outcomes
1. Projects demonstrate the dominant theme of each unit 3. collect information and materials for  projects from various types of sources                                                                                                                                                                                                                                                                                                                                                                             
•Student shows superior grasp of theme;
•expresses cultural insight;
•Exercises and work done in class are applied consistently in submitted materials
 
•Student shows satisfactory grasp of theme;
•expresses some cultural insight;
•Exercises and work done in class are not applied consistently in submitted materials
 
•Student shows little grasp of theme;
•Expresses little cultural insight;
•Exercises and work done in class are not in evidence in submitted materials
 
•Student shows no grasp of theme;
•Expresses no cultural insight
•Exercises and work done in class may be incomplete, and do not influence submitted materials at all
 
Application                                                                                                                                                                                                                                                
Outcomes
5. present and interpret themes employing different modes 2. choose and demonstrate the appropriate grammar and vocabulary for their topic  6. identify and express cultural insights in their work                                                                                                                                                                                                                                                                                                                  
•Project demonstrates student's multi-level grasp of theme;
•Explains a cultural insight;
•expressed grammatically, appropriately, and intelligibly
 
•Project demonstrates student's grasp of theme;
•Touches on a cultural insight
•not consistently expressed grammatically, appropriately, or intelligibly
 
•Project fails to demonstrate theme- may be unfocused or unclear;
•Little cultural insight in evidence
•Problems with grammaticality, appropriateness, and intelligibility of project
 
•Project is unfocused, unclear, and difficult to comprehend;
•No cultural insight in evidence
•Significant problems with grammaticality, appropriateness, and intelligibility
 
Whole Artifact                                                                                                                                                                                                                                             
Outcomes
2. choose and demonstrate the appropriate grammar and vocabulary for their topic  5. present and interpret themes employing different modes  8. demonstrate academic skills in presenting their assignment in proper form and on time                                                                                                                                                                                                                                                                                
•Achieves grammatical accuracy of 90-100% in all aspects of unit;
•Oral presentation rehearsed, given without notes;
•Unit materials submitted together in timely and neat fashion
 
•Achieves grammatical accuracy of 65-89% in all aspects of unit;
•Oral presentation rehearsed, but delivered with reference to notes;
•Unit materials submitted piecemeal; some may be late; materials simply bundled together
 
•Achieves grammatical accuracy of 50-64% in all aspects of unit;
•Oral presentation not rehearsed, read from notes;
•Unit materials submitted separately, late, and not in one binder
 
•0-49% grammatical accuracy in all aspects of unit;
•Oral presentation unrehearsed, not prepared;
•Unit materials submitted late or not at all
 
Component                                                                                                                                                                                                                                                  
Outcomes
8. demonstrate academic skills in presenting their assignment in proper form and on time                                                                                                                                                                                                                                                                                                                                                                                                                             
•Individual unit components are completed in timely and neat fashion;
•Components show relevance and cohesion
 
•Individual unit components are completed in more-or-less timely fashion, with less regard for neatness and appearance;
•Components show some evidence of relevance and cohesion
 
•Individual unit components completed late, and handed in with little regard to neatness and appearance;
•Components show little evidence of relevance and cohesion
 
•Individual unit components completed late or not at all, and handed in with no regard to neatness and appearance;
•Components show no evidence of relevance and cohesion
 

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Last Updated:8/17/2008 11:50:01 AM