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SO 302 The Study of the Family
Miller, Tamara D.


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

F1J 2009 DN

Faculty

Miller, Tamara D.

Title

Adjunct Faculty/ Social Sciences

Degrees/Certificates

A.A. Longview Community College
B.A. University of Missouri, Kansas City, Sociology
M.A. Central Missouri State University, Sociology

Office Location

downtown, by appointment

Office Hours

before class, by appointment

Daytime Phone

913 573 3191

Other Phone

816 529 4166

E-Mail

Tamara.Miller@park.edu

tammil818@hotmail.com

tammil@kc.rr.com

Semester Dates

August 17 - October 12

Class Days

Mondays

Class Time

5:30 - 9:50 PM

Credit Hours

3


Textbook:

Skolnick, A. &  Skolnick, J. (2009) Family in Transition,  15th ed. Boston, Allyn & Bacon

 

 ISBN 0-205-57877-2

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://owl.english.purdue.edu/owl/resource/560/01/
http://www.sociology.org/

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

Educational Philosophy:
I will address a variety of learning styles through the use of visual media, discussions and group activities, writing and hands on application of concepts. The facilitator encourages critical thinking, reading and writing skills. I believe that learning is fundamentally about exploring the boundaries of your own values, beliefs and ideas.

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.


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:

Your grade will be based on exams and your core assessment project. Your core assesment project will be due "in stages". That is to say that you must submit a proposal, a list of sources and your introduction as we go along so that I can help you at each stage of the process.

There will be three 100 point exams, each weighted at 25 % of your total grade and your core assessment project, which will account for 25% of your grade. Your exams will be multiple choice, short answer, true false or essay questions. Your final is not cumulative.
 
 

Grading:

Three exams, 100 points each

One core assessment 100 points

400 - 360 A
359 - 320 B
319 - 280 C
279 - 240 D
239 below F

Late Submission of Course Materials:
I do not accept late materials unless you have made arrangments with me in advance. 5:00 on the day it is due is not "in advance".

Classroom Rules of Conduct:

This class lends itself to some heated discussions and personal disclosures. It must be safe for everyone to speak and be heard. You will not necessarily agree with everything that we discuss or that is presented. I wholeheartedly respect everyone's right to agree or disagree. You may discuss ideas in here. Persons are not up for discussions. We will not disrespect the rights or choices of others, whether or not we agree. It is not acceptable to raise our voices unless you see a fire...then shout the house down!

Turn your cell phone or pager to silent. If you must take a call, please do so in the hallway, not in the classroom as it disrupts the others. We will generally take a break around 7:00pm if that will help you plan your conversations.

 

 

 

 

Course Topic/Dates/Assignments:

Date Topics Assignments/exams YOUR READINGS ARE BY NUMBER, NOT "PART"
August 17 Housekeeping, review of plagiarism and academic honesty policy, expectaions, review of sociological concepts. What is a family? Who decides?Is that changing? What does history have to say? How do we become a family? Is the family in trouble? Readings 1 -4 and 6
August 24
Families in a social context...the economy and work/family life
Film on Poverty in America
 
What are acceptable resources fore the core project and how shall we find them?

 

 Reading 26, 27, 29, 30 and 31
Proposal due

 

August 31

Racial and ethnic diversity in the family...African American, Latino and Gay/Lesbian families 

What does a good introduction do? What does it look like?

 

Take home exam distributed, it will cover readings 1, 2, 3, 4,

6, 23, 26, 27, 29, 30, 31,32, 33, 35

List of resources compiled and due

 

September 7 Gender and Sex...equality, what do we want, gender inequities, Sexual revoltion and is dating dying? Does "not talking about it" change sexual behavior for teens?

 

 

 

Readings 7, 8, 9, 10, 11

Introduction due

 

September  14 Courtship and marriage, what is love, is it marriage that is on the decline? sexuality and marriage, alternative unions, couples communication Reading 12, 13, 14, 15,
September  21

Parents and children, childhood, what do fathers and mothers do? Is it changing? Children in blended families, What goes wrong?

Exam Two distributed, it will cover cover 7, 8, 9, 10, 11, 12, 13, 14, 15

 Readings 16, 17, 18, 20, 21 and 22

September 28

 Troubled familes or not so much? Domestic violence, families and the justice system, single parenting

 

Who is abused? What does an offender profile look like? Why don't they leave?

Readings 36, 37, 38 

Core Assessment Project Due

 

October 5

 

Final Exam which will cover readings 16, 17, 18, 20, 21, 22, 36, 37, and 38

 

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
It is not accpetable to cheat. It is in violation of the code of student conduct. If I learn of academic dishonesty, I will give you a zero for that particular project or exam, I will report it to our campus administrator and I will suggest that you withdraw from the class. Beyond that, it will be up to the academic officer to determine what other sanctions should be imposed.
http://www.thezonelive.com/zone/02_SchoolStructure/MO_ParkUniversity/handbook.pdf

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.

Park University 2009-2010 Undergraduate Catalog Page 95
Any two unexcused absences will result in administrative withdrawal. I will not excuse you if you do not contact me, I cannot guarantee that I will excuse you then.

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 .


Attachments:
compatibility worksheet.doc

gender communications quotient obstacles to intimacy.doc

The Co-Dependent Relationship Questionnaire.doc

gender communications quotient obstacles to intimacy.doc

The Co-Dependent Relationship Questionnaire.doc

The Co-Dependent Relationship Questionnaire.doc

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:7/13/2009 2:45:24 PM