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MG 271 Principles of Supervision
Woehrman, Sarah E.


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

MG 271 Principles of Supervision

Semester

S2T 2009 DLA

Faculty

Martin, Sarah E.W.

Title

Adjunct Faculty

Degrees/Certificates

MA, English Literature, National University
MPA, Public Administration, University of Oklahoma
BS, English Literature, United States Military Academy

Office Location

online

Office Hours

8am-10pm Pacific

Daytime Phone

360-632-7763

Other Phone

360-678-1751

E-Mail

sarah.martin@park.edu

sarahwoehrman@gmail.com

Semester Dates

10/19/09-12/19/09

Class Days

Monday-Sunday

Class Time

8am-10pm

Credit Hours

3


Textbook:

Rue & Byars, Supervision: Key Link to Productivity, 9th edition, McGraw-Hill, 2007.

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/.
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:
MG271 Principles of Supervision: A study of leadership skills for persons in supervisory positions. Topics include: methods of training employees, employee rating, improving personal leadership, interpreting organization policies, and obtaining the maximum results through the efforts of others. 3:0:3

Educational Philosophy:

My educational philosophy previously involved many deep and complex thoughts and theories, but the longer I teach, the simpler my philosophy becomes.  Learning is very basic.  It involves either internal or external motivation to achieve an intellectual goal that will enhance one’s quality of life, usually in more ways than initially anticipated.   

The key participants in learning are teachers and students.  The teacher’s job is to be a wellspring of knowledge, from which students draw information and inspiration.  The teacher is present to guide and motivate, to understand and encourage.  While teachers must impart knowledge to students, they must help students recognize their own desire and capability to learn.  In this manner, teachers are facilitators who help till the fertile ground of learning in the classroom.

Today, students have more resources than ever before to help them fulfill their educational and learning goals.  As in the past, they can look to libraries and books—in the present, they now have nearly unlimited electronic resources.  As students become engaged, they enter into a relationship with learning; subsequently, their relationship with themselves becomes deeper, more intimate and more fulfilling.  But perhaps the greatest tool students have are teachers who have been trained to help them find and maximize their unique learning style.  It seems a recent development in education that we see students as individuals, each with strengths, weaknesses and needs, each coming to the real or virtual classroom for different reasons and each making a contribution to the learning experience of the other.

 The final aspect of education is its application.  In theory, education is great.  In practice, it is even greater.  When students and teachers come together, the sum of their experience is much greater than the individual parts.  Teachers become better as they work with different learners.  As students leave the classroom to practice what they have learned, whether it is writing an analytical essay or case study or applying the complex thought processes involved in solving obscure mathematical formulas, they have left their mark on the classroom and the teacher.  And while students may forget the facts that they learn for exams, the process of learning and knowing themselves as learners becomes a part of their everyday lives.

My philosophy on education is simple, then.  Teachers bring their knowledge and experience to share with students who seek education for a myriad of reasons.  In a good educational situation, in which education is a process of drawing the best out of individuals, students and teachers alike, everyone comes out richer . . . and so does the world.

Learning Outcomes:
  Core Learning Outcomes

  1. Define the supervisory and managerial principles and functions and explain how to apply them to situational leadership.
  2. Explain the diversity in the processes and methods of critical thinking and problem-solving in supervision and recognition of standards of excellence.
  3. Discuss the history and variety of managerial principles for examining and using information, and their technological applications in contemporary supervision theory.
  4. Explain the importance of the scientific method of argument and modeling.


Core Assessment:

Students will write a case study during week 7 of an 8 week course and week 15 of a 16 week course.

Link to Class Rubric

Class Assessment:

Course Grading Scale

Grading Scale

A =

 90- 100% (or 396 points or higher)

B =

 80-89% (or 352 to 395 points)

C = 

 70-79% (or 308 to 351 points)

D =

 60-69% (or 264 to 307 points)

F =

 < 60% (263 or fewer points)

Assignments - Specific weekly assignments are posted at the bottom of the syllabus.

Assignment

Points/% of Grade

Due Date

Class Participation-

Discussion Questions

 Peer Review

16%

Weeks 1-7

Lesson Learned

9%

Week 1-7

Weekly Quizzes

16%

Weeks 1-7

Case Study

25%

Week 7

Final Exam Examination

34%

Week 8

Total

100%

                               


Discussion Statements - 10 points per week, 70 points total.                          

Lessons Learned - 5 points per week;   40 points total.                               

Weekly Quizzes – 10 pts each week; 70 pts total.

Case Study – 110 points

Final Examination - 150 points

                                Total = 440 points

The course grade for students will be based on the overall average of homework and tests taken during the course in accordance with the weighting of the various requirements as stated in the syllabus.

All final exams in all School of Business and Management courses will be comprehensive and will be closed book and closed notes. They will constitute 30% of the total course grade and will not be a take-home exam. Each student must pass the Comprehensive Core Assessment Final with a 60% or better to pass the course regardless of previous course work.  They will be completed during the test week in the period designated by the registrar or by the Proctor in the case online courses. If calculators are allowed, they will not be multifunctional electronic devices that include features such as: phones, cameras, instant messaging, pagers, and so forth. Electronic Computers will not be allowed on final exams unless an exception is made by the Dean of the School of Business and Management.

 

The final is CLOSED BOOK, CLOSED NOTE and is not a take home exam.

Grading:

Weekly:

A. Weekly Readings

B. Discussion Assignment: Discussion statements are taken from the readings in the text for each week; various questions will be posted in the Discussion Statement Thread in the Conference Area for the student's comments; each student will be asked to make an original posting to a Discussion Statement.  These postings should be a complete comprehensive analysis of the topic.  Comprehensive analysis is defined as a review of relevant literature, a synthesis of those ideas into something new.  The posting must be documents with proper citations and be 350 – 400 words in length. Students must enter their initial discussion response by Wednesday of each week for full credit during the week.  Please return to the discussion areas often to respond to questions about your discussion.   Also, please review carefully the grading policy / expectations for a substantive posting in the Grading Policy Section of this syllabus.

C. Peer Review: Reply to the posting of at least two other learners (at least one response by Friday of each week and a total of two or more by the end of the week for full credit).  These replies should offer an alternative point of view, provide critical analysis, or ask thought provoking comments that elicit further discussion.  The goals of the peer review process are to generate discussion to achieve a deeper understanding of a topic, and for students to practice their ability to make a critical assessment, support their arguments while maintaining a professional demeanor. 

E.  Self-Check:  You will take weekly self-checking quizes that will ensure that you have mastered the learning objectives for the week.  These self-check exercises may be taken as many times as required to ensure mastery.  The self checks do not count toward your final formative grade, but only prepare you for the weekly quiz.

F.  Quizzes:  You will take weekly chapter quizzes.  These quizzes will count toward your final formative assessment.  Each quiz is worth 10pts.  You will have one hour to complete the quiz.  Ensure that you save your answers often.

 G. Lessons Learned: Weekly throughout the course, I will ask for the Lessons Learned to be entered by Wednesday of each week for full credit.  Write two or three well-developed paragraphs documenting issues or concerns you experienced or addressed during the period requested.  This is where you will demonstrate your ability to take the concepts and theories of this course and transfer that knowledge into your current work place.  Share with your peers how you plan to transfer the conceptual knowledge into real world application.  You are encouraged to enter the discussion area often to respond to others to creeate a dynamic online classroom.  Also, please return to the discussion area often to respond to my questions about your discussion.

Course Examinations:

A. Comprehensive Case Study: During Week Seven of this course, you will complete a comprehensive case study. After you read the case, you will be required to answer a series of questions that test your mastery of key concepts of Supervision. I will send you the Case study via email during week six.

B. Final Examination: During week Eight of this Course, you will take a 100 question (multiple choice, fill-in the blank, and true/false) examination. This is a closed book examination. This examination will cover chapters 1 – 20 (excluding chapter 17). Your study guide will be your weekly self checks & quizzes.  Be sure to print them each week. You will not receive any additional study material. 

The course grade for students will be based on the overall average of homework and tests taken during the course in accordance with the weighting of the various requirements as stated in the syllabus.

All final exams in all School of Business courses will be comprehensive and will be closed book and closed notes. They will constitute 30% of the total course grade and will not be a take-home exam. They will be completed during the test week in the period designated by the registrar or by the Proctor in the case online courses. If calculators are allowed, they will not be multifunctional electronic devices that include features such as: phones, cameras, instant messaging, pagers, and so forth. Electronic Computers will not be allowed on final exams unless an exception is made by the Dean of the School of Business.

Late Submission of Course Materials:
 

GRADING CRITERIA FOR WEEKLY ASSIGNMENTS:
Postings in each category (Discussion Question, Peer Reviews, Lessons Learned, Skill Builder, and Special Threads) are worth from 0 to 10 points each per week.

The following is a point-by-point breakdown on what you have to do to earn the points. The criteria are the same for all categories of assignments.

0 = Do nothing, no posting made for the assignment.  Please note: two weeks without any contact from you may result in your being assigned a letter grade of "F" and being dropped from the course.

1 = Late posting, minimal comments, i.e. "I agree."

2 = Late posting, minimal comments, i.e. "I think this is an important topic that we should all be concerned with." Just a generic sentence that does not provide "meat and potatoes.  Or, Kris, I agree with what you said."

3 = Late posting, one or two sentences directed to the topic; very little of your own viewpoints.

4 = Late posting, one or two paragraphs relating to the topic with your own viewpoints.

5 = Late posting, three or more well written, well thought out paragraphs with two or more sentences in each paragraph.  Introduction of own viewpoints and new information beyond other persons' comments or quoted directly from the text.  Grammar and spell check conducted.

 

ON-Time Postings:

6 = On-time posting, minimal comments, i.e. "I agree" or "Interesting comments on the topic."

7 = On-time posting, minimal comments, i.e. "I think this is an important topic that we should all be concerned with.”  Just a generic sentence that does not provide "meat and potatoes”.

8 = On-time posting, one short paragraph (2 or 3 sentences) directed to the topic; very little of your own viewpoints.

9 = On-time posting, one or two paragraphs relating to the topic with your own viewpoints.  Grammar and spell check conducted.

10 = On-time posting, three or more well written, well thought out paragraphs with two or more sentences in each paragraph.  Introduction of own viewpoints and new information beyond other persons' comments or quotes directly from the text.  Cited references and Website links included in the posting.  Grammar and spell check conducted.

11 = WOW!!! This grade is very rare during a term, but I have been known to give it. Postings that earn 11 points are awe inspiring, very well thought out, and often become my examples of "this is how a posting should be done."

Submission of Late Work:  A late posting is any posting not made by the days listed above in the grading plan (initial discussion and lessons learned by Wednesday, one classmate response to discussion by Friday, and a total of two discussion responses to others by Sunday).  I will accept late work for one week after the Sunday closing time each week IF you let me know you will be submitting it to me and let me know why you were absent.  For example, all initial discussions MUST be made by midnight (Eastern Time) on Wednesday. If a posting is made BEFORE midnight the following Sunday it will be considered "Late”, otherwise acceptable.  I will make exceptions to this rule on a case-by-case basis if I am notified of difficulties (i.e., work requirements, personal hardships, etc.) before hand.  I do not accept any work after the one week late period.

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

1.    Students MUST use PARK MAIL for private messages, including personal notes to the instructor.  You may post general information and questions for all of the class, and instructor to see in the threaded discussion in my office.  The Class discussion threads are for posting weekly assignments.

As with all computer programs, Pirate mail does go offline.  Therefore, If you do not get a response from me within two days to an e-mail then re send it to my home e-mail address: sarahwoehrman@gmail.com or call 360-632-7763  between the hours or 0900-2200.  (Note: I am on Pacific Time).

2.    Students are expected to complete at least 6 hours per week in discussion threads, or other appropriate online activities, including sending/receiving e-mail and navigating and conducting research over the World Wide Web.

3.    Students are expected to participate in discussions.  Failure to be significantly involved will reduce your points earned and subsequently your grade.

TWO SUCCESSIVE WEEKS WITHOUT ANY CONTACT FROM YOU will result in you being dropped from this course with a grade of "F" (Park University Policy).  If you are having difficulties e-mail me in advance...We will work something out!

4.    Conventions of Online Etiquette: which includes courtesy to all users, must be observed at all times. It must be remembered that Principles of Supervision has some controversial topics and as a result will elicit responses from students that may differ considerably from your own. Remember that each student (and the instructor) is entitled to his or her viewpoint.

5.    Students may request advice with course-related problems through Ecollege Help Desk at helpdesk@parkonline.org .  If you have difficulties with your pirate mail, OPEN, or any other non-course related material, you may seek assistance through the Park University help desk at helpdesk@park.edu .  You may also find this link and Phone numbers in my virtual office.  However, it is the student's responsibility to maintain participation without regard to circumstances or conditions.  If you have technical trouble call me immediately for instruction on participation.

6.    All students will be required to participate in the following weekly online experiences:

Course Topic/Dates/Assignments:
 Course Assignment / schedule

Week 1: Foundations of Supervision

  • Readings:
    • Read Chapters 1 through 3.
  • Class Activities: Introduction to online computer discussion learning. Introduction and discussion of syllabus/assignment schedule. Course overview.
  • Weekly Discussion Statements: Respond to the posted discussion question within the discussion thread and reply to at least two of your peer's postings.
  • Lessons Learned: Post a two to three paragraph reflective thinking analysis of how you plan to transfer the conceptual knowledge learned during this week into your everyday life.
  • Check - Up Exercise: Take the practice quiz before you take your actual weekly quiz. 
  • Quiz:  After completing your assignments, you will take a 10 question (T/F and Multiple Choice) Quiz.  You will have one hour to complete this quiz.

Week 2: Contemporary Issues

  • Readings:
    • Read Chapters 4, 5, and 6.
  • Weekly Discussion Statements. Respond to at least one Question from the chapters Review questions and reply to at least two of your peer's postings.
  • Self Check: After you finish your homework and discussion questions, take the check -check quiz to ensure that you have comprehended the weekly objectives.  You may take this self check quiz as many times as needed to comprehend the weekly objectives.
  • Quiz:  After completing your assignments, you will take a 10 question (T/F and Multiple Choice) Quiz.  You will have one hour to complete this quiz.
  • Lessons Learned: Post a two to three paragraph reflective thinking analysis of how you plan to transfer the conceptual knowledge learned during this week into your everyday life.

Week 3: Planning and Organizing Skills

 Readings: 

 Chapters 7 & 8.

·         Weekly Discussion Statements. Respond to at least one Question from the chapters Review questions and reply to at least two of your peer's postings.

·         Self Check: After you finish your homework and discussion questions, take the check -check quiz to ensure that you have comprehended the weekly objectives.  You may take this self check quiz as many times as needed to comprehend the weekly objectives.

·         Quiz:  After completing your assignments, you will take a 10 question (T/F and Multiple Choice) Quiz.  You will have one hour to complete this quiz.

·         Lessons Learned: Post a two to three paragraph reflective thinking analysis of how you plan to transfer the conceptual knowledge learned during this week into your everyday life.


Week 4: Planning and Organizing Skills Continued

Readings: 

Chapters 9, and 10.

·         Weekly Discussion Statements.Respond to at least one Question from the chapters Review questions and reply to at least two of your peer's postings.

·         Self Check: After you finish your homework and discussion questions, take the check -check quiz to ensure that you have comprehended the weekly objectives.  You may take this self check quiz as many times as needed to comprehend the weekly objectives.

·         Quiz:  After completing your assignments, you will take a 10 question (T/F and Multiple Choice) Quiz.  You will have one hour to complete this quiz.

·         Lessons Learned: Post a two to three paragraph reflective thinking analysis of how you plan to transfer the conceptual knowledge learned during this week into your everyday life.

 


Week 5: Staffing Skills

  • Chapter 11, 12, and 13.
  • Weekly Discussion Statements. Respond to at least one Question from the chapters Review questions and reply to at least two of your peer's postings.
  • Self Check:After you finish your homework and discussion questions, take the check -check quiz to ensure that you have comprehended the weekly objectives. You may take this self check quiz as many times as needed to comprehend the weekly objectives.
  • Quiz: After completing your assignments, you will take a 10 question (T/F and Multiple Choice) Quiz. You will have one hour to complete this quiz.
  • Lessons Learned: Post a two to three paragraph reflective thinking analysis of how you plan to transfer the conceptual knowledge learned during this week into your everyday life.

Week 6: Leading

  • Readings:
    • Chapters 14 & 15.
  • Weekly Discussion Statements. Respond to at least one statement from the chapter threads and reply to at least two of your peer's postings. We will look at directives in both clarity and distribution; work groups and teams; morale; and diversity.
  • Self-Check:  a summative assessment in the form of a self-checking quiz that may be taken as many times as required to ensure mastery of the learning objectives of this chapter.
  • Weekly Quiz:  After completing the self-checking quiz, take your weekly quiz.  This quiz is linked to the learning objectives of this weeks reading.
  • Lessons Learned: Post a two to three paragraph reflective thinking analysis of how you plan to transfer the conceptual knowledge learned during this week into your everyday life.

Week 7: Controlling Skills

  • Readings:
    • Chapter 18, 19, and 20.
  • Weekly Discussion Statements. Respond to at least one Question from the chapters Review questions and reply to at least two of your peer's postings.
  • Case Study: Respond to questions provided that demonstrates your mastery of course learning objectives in the appropriate drop box.
  • Self Check:After you finish your homework and discussion questions, take the check -check quiz to ensure that you have comprehended the weekly objectives. You may take this self check quiz as many times as needed to comprehend the weekly objectives.
  • Quiz: After completing your assignments, you will take a 10 question (T/F and Multiple Choice) Quiz. You will have one hour to complete this quiz.
  • Lessons Learned: Post a two to three paragraph reflective thinking analysis of how you plan to transfer the conceptual knowledge learned during this week into your everyday life.

Week 8: Course Completion

  • Readings:
    • Students are encouraged to browse web sites and references to enhance your knowledge of supervision.
  • Class Activities: You will be taking your proctored final exam this week. Once you have scheduled the exam, post a message in my office that informs me of the date and time.
  • Cumulative Lessons Learned: Make a final Lessons Learned entry discussing what you feel are the most valuable lessons that you learned throughout the course. Replies to other students' postings are not required, but I encourage you to read them as they may be very insightful.
  • Complete the final examination with your proctor. I must have the test in my hands by close of business on Friday of week eight. Unless you have circumstances that have been prearranged with me, I will not accept tests after that time.
  • Complete and submit the online Student Opinion Survey for the Course.

For comments or more information, please e-mail me at sarah.martin@pirate.park.edu 

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 2009-2010 Undergraduate Catalog Page 92

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.
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 2009-2010 Undergraduate Catalog Page 95

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
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Case analysis represents a solution that fully develops all aspects of situational leadership. Case analysis represents a solution that only develops three aspects of situational leadership. Case analysis represents a solution that only develops two aspects of situational leadership. Case analysis represents a solution develops less than two aspects of situational leadership. 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Case analysis represents a solution(s) that fully develops all four learning outcomes. Case analysis represents a solution(s) that only develops three learning outcomes. Case analysis represents a solution(s) that only develops two learning outcomes. Case analysis represents a solution(s) that develops less than two learning outcomes. 
Analysis                                                                                                                                                                                                                                                   
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Fully develops solutions to all five of the problems presented in the case. Fully develops solutions to al least four of the problems presented in the case. Fully develops solutions to at least three of the problems presented in the case. Fails to develop solutions to less than three of the problems presented in the case. 
Application                                                                                                                                                                                                                                                
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Case analysis represents acceptable solutions that could be used in an actual organization. With some modifications the case analysis represents acceptable solutions that could be used in an actual organization. With substantial modifications the case analysis represents acceptable solutions that could be used in an actual organization. Case analysis represents unacceptable solutions. 
Content of Communication                                                                                                                                                                                                                                   
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Correctly uses all of the discipline specific terminology. Incorrectly uses no more than two items of the discipline specific terminology. Incorrectly uses more than two items of the discipline specific terminology. Incorrectly uses more than four items of the discipline specific terminology. 
Technical Skill in Communicating                                                                                                                                                                                                                           
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
No errors in writing conventions, One to three errors in writing conventions, Four to six errors in writing conventions, Seven or more errors in writing conventions, 
First Literacy                                                                                                                                                                                                                                             
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Case study uses five or more examples of interdisciplinary and multicultural awareness in the solution. Case study uses three or four examples of interdisciplinary and multicultural awareness in the solution. Case study uses one or two examples of interdisciplinary and multicultural awareness in the solution. Case study does not use any examples of interdisciplinary and multicultural awareness in the solution. 

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Last Updated:10/8/2009 8:40:23 AM