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CA 491 Senior Project
Aitken, Joan Evelyn


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

CA 491 Senior Project

Semester

FA 2009 HOY

Faculty

Dr. Aitken

Title

Professor

Degrees/Certificates

Doctorate in Communication and Education.
MA in Speech.  Second MA in Curriculum and Leadership.
BA in Communication Theory

Office Location

229 Copley

Office Hours

As posted on door.

Daytime Phone

As posted on door.

E-Mail

joan.aitken@park.edu

Web Page

http://onlineacademics.org/Guidelines.html

Semester Dates

FA 2009

Class Days

--T-R--

Credit Hours

3


Textbook:
Talk to your professor!

Required for everyone term one and term two:
APA (2009). Publication manual of the American Psychological Association. 6th ed. Washington, DC: American Psychological Association.


TERM ONE:

Lipson, C. (2005). How to write a BA thesis: A practical guide from your first ideas to your finished paper. Chicago: University Of Chicago Press. ISBN-10: 0226481263 ISBN-13: 978-0226481265
Sumser, J. (2001). A guide to empirical research in communication: Rules for looking. Thousand Oaks: Sage.


RECOMMENDATIONS FOR TERM TWO


For Content Analysis Method:
Neuendorf, K. A. (2001). The content analysis guidebook. Thousand Oaks, CA: Sage. ISBN-10: 0761919783 ISBN-13: 978-0761919780


For Portfolio:
Claywell, G. (2007). The Allyn and Bacon guide to writing portfolios. Boston: Allyn and Bacon.


For eBay business:
McGrath, S. (2006). eBay profits. New York: Sterling. IBSN-13: 978-1-4027-3181


Tor eBusiness Startup:
Fox, S. (2006). Internet riches. New York: AMACOM. ISBN 10: 08144-7356-3


Recommended:

Rubin, R. B. Rubin, A. M. Rubin, Linda J. Piele, L. J. (latest edition). Communication research: Strategies and sources. Belmont, CA: Wadsworth.

 

Additional Option
Kerlinger, F. N., & Lee, H. B. (2000). Foundations of behavioral research. New York: Holt, Rinehart and Winston.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
Talk to your professor.

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://onlineacademics.org/CA491/
http://onlineacademics.org/LibraryTutorial/
http://onlineacademics.org/APA.html
http://onlineacademics.org/IRB/

Course Description:
CA491 Senior Project: The course may not be taken before the senior year. It is a capstone course in which the student designs a practical project aimed at publication in a commercial newspaper or magazine (or broadcast outlet), researches the project, completes the writing (or broadcast production), and may offer it to the appropriate editors. 3:0:3

Learning Outcomes:
  Core Learning Outcomes

  1. To design an original research project that examines a specific area within the communication discipline.
  2. To clearly and concisely state the goals of the project and the questions to be explored.
  3. To provide an overview of the scholarly literature in the area of inquiry.
  4. To select an appropriate methodology to gather data that addresses the research questions.
  5. To critically examine the data and draw appropriate conclusions that are consistent with the evidence.


Core Assessment:

The core assessment consists of a two-semester, five part research project containing a Introduction, Review of the Literature, Research Methodology, Results and Discussion, and Directions for Future Research. (Rubric Attached) {Assesses outcomes 1, 2, 3, 4, 5}

Link to Class Rubric

Class Assessment:
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SEMESTER OR TERM ONE PROPOSAL

The first semester may be completed as the CA research course or with an individual professor.  During this time you should write your proposal, which is your plan. Define the topic and problem. Write a survey of literature using 3-5 conceptual threads.  Cite and reference 20 peer-reviewed scholarly research articles. Write the research method you plan to use. Submit your proposal plan week 12. If you are using research on human subjects, your proposal needs to be approved by the Park University Institutional Review Board (IRB) prior to enrolling in the second semester or term


SEMESTER OR TERM TWO PROJECT


Due each week: Weekly Writing Progress and Discussion

Due week 4: Exam

Due week 5: Senior Project

Due week 7: Revision of Senior Project

Grading:

Below is the weight suggested by the Course Developer.  The decision is completely up to your individual professor.  So, talk to your professor or see the information on the grading handout, in eCollege, or eCompanion shell.


Weekly discussion board progress report and discussion update with professor. 40%

APA Test 20% (Must be passed at 80% mastery to receive any grade.)

Hardcopy of final project: 40%

Extra credit revision to raise grade, Revision 10%


90-100 A

80-89.99 B

70-79.99 C

60-69.99 D

Late Submission of Course Materials:
Your individual professor may have additional or different requirements.  Here is the policy of the Course Developer:

The term one proposal is due
Week 6 on Monday of an 8 week term.
Week 12 on Monday of a 16 week term.
If late, 50 peer-reviewed scholarly communication journals need to be cited and referenced in the reference list of the project.

The term two final project is due
Week 6 on Monday of an 8 week term.
Week 12 on Monday of a 16 week term.
If late, 75 written pages of text are required for the project (excluding title pages, references, and appendices).

SUBMIT ON TIME!

 

All assignments are due as hardcopy at the beginning of the class meeting of the due date. For online students, they are due by Sunday weeks 1-7 or Friday week 8 in electronic form in eCollege.

 

LATE WORK

Different courses and levels may have different requirements.

1. Excused time extensions require a physician's excuse or similar verification.

2. If you fail to turn in a weekly assignment by the original deadline, even if excused, you should expect a zero.
3. If your project is late, you will have additional references or page length required.  Be on time!


No incompletes except in the case of a medical emergency, which requires a physician's verification.


Communication professionals are on time. Being late communicates negatively nonverbally. The research suggests that people who are late consider themselves more powerful and superior to the rest of the group. Consider these findings about people in the US who are late:

"In cultures that value promptness, one of the questions raised about time centers on the person who is constantly late. What does habitual tardiness reveal about the person?

 

"Chronic lateness, in a formal-time culture, may be deeply rooted in a person’s psyche. Compulsive tardiness is rewarding on some level. A key emotional conflict for the chronically late person involves his or her need to feel special. Such a person may not gain enough recognition in other ways; people must be special in some way, so the person is special by being late.

 

Other reasons include needs for punishment or power or as an expression of hostility. Tardiness can also be a sign that a person wants to avoid something or that the activity or person to be met is not important enough to warrant the effort to be on time. Procrastinators are often not valued in a linear time-focused culture" (cited in Berko, Wolvin, & Wolvin, 2009, p. 81).

 

Berko, R., Wolvin, A., & Wolvin, D. (2009). Communicating:  A social, career and cultural focus. Boston: Pearson.


Classroom Rules of Conduct:

Your professor may add or use different guidelines from the Course Developer.  See: http://onlineacademics.org/Guidelines.html

Course Topic/Dates/Assignments:
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Term One

8 Week

Overview Term One

16 Week

APA Reading Assignment

Lipson Reading Assignment

Week 1

Week 1

Step 1 Find a topic.

 None

Ch 1

Week 2

Week 2

Step 2 Define the problem.

Ch 1

Ch 2

Week 3

Week 3-8

Step 3 Write a survey of peer-reviewed research literature.

Ch 2, 3, 4

Ch 3 & 4

Week 4

Week 9

Step 4 Clarify the problem statement based on peer-reviewed journal articles on the topic.

Review 1-4

Ch 7

Week 5

Week 10-11

Step 5 Write the research method you plan to use. Finalize measurement.

Review 1-4

Ch 8-12

Week 6

Week 12 Submit the proposal to professor and IRB, if needed.

Ch 5

 Ch 8-12

Week 7

Week 13 Contemplate how you will complete the project. Complete APA Test.

 Review Ch 1-5

Ch 13-14

Week 8

Week 14-15 Put investigation into practice


Ch 15-17

Term Two

8 Week

Overview Term Two

16 Week

APA Reading or Review


Week 1

Week 1-2 Upload your proposal from term one in the course shell of eCompanion or eCollege.

Carefully read or review chapter 1. 


Week 2

Week 3-4  Collect data, continue analysis, or otherwise implement the proposal.  Submit a weekly report of your progress in the course shell.

Read or review chapters 2-4.


Week 3

Week 6-7 Collect data, continue analysis, or otherwise implement the proposal.  Submit a weekly report of your progress in the course shell.

Read or review the rest of the book.


Week 4

Week 8-9 Weekly discussion board progress report and discussion update with professor. Pass test over APA.

Pass test over APA


Week 5

Week 10-11Weekly discussion board progress report and discussion update with professor.



Week 6

Week 12  FINAL DEADLINE!  Submit final project MONDAY. 



Week 7

Week 14.  Weekly discussion board progress report and discussion update with professor.   Revise as needed.  Revision due MONDAY OF WEEK 15.



Week 8

Prepare for graduation.



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
Your professor may add or use different guidelines from the Course Developer.  See: http://onlineacademics.org/Guidelines.htm

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
BE HONEST AND ETHICAL



What is ethical student behavior?



US society values private ownership, including ownership of ideas. Cite and reference all sources of information and ideas according to APA style.  Academic integrity is crucial to this course. You will see basic expectations in your Park University catalog and in your APA manual.



USE YOUR OWN WORDS in everything you write or present in this course.



USE PRIMARY SOURCES and cite everything you paraphrase.


EVERY ASSIGNMENT NEEDS TO BE ORIGINAL WORK PREPARED BY THE STUDENT ONLY FOR THIS COURSE.



BE RESPONSIBLE.  When conducting research and preparing assignments, take precise, correct, and careful notes.  Use your own words by paraphrasing, but remember to record a reference listing of the source you will use.  Any notes where you copy the words of others need to be indicated by quotation marks and referenced so you remember the source.  If you are unsure, go back and look it up.



What is unethical student behavior?



Plagiarism in this course is failure to use APA style by crediting the source of ideas or information.



Some examples of plagiarism include the following:
1. Using words from a journal article without using quotation marks.

2. Using a review of literature information from a journal article without indicating that you are citing the secondary source.  You should look it up in the original source--primary source--if you plan to use the information.
3. Failing to use quotation marks when providing a direct quotation.
4. Failing to cite and reference the source of paraphrased ideas.
5. Using part or all of an assignment written by the student, but turned in previously in another course.
6. Using part or all of an assignment written by another student or someone else.

7.  Copying information with citations without using quotation marks for the real author's words and citing the information as a secondary source.

8.  Citing the source of information, but failing to use quotation marks to indicate the words were written by that source.



Academic dishonesty includes unethical behavior, such as falsification of data. Some examples of unethical research or writing include the following:

1.  Quoting more than 200 words from a single source, even when using quotation marks, a citation, and reference listing.

2.  Quoting an author's abstract.

3.  Turning in part of an assignment you submitted for another course.



Under Park University policy, inappropriate citation or academic dishonesty as described above can result in a failing grade for the assignment or for the entire course. Previously in some communication courses, students have earned an "F" for an individual assignment that used words written by someone else without using correct APA citation.  Students have earned an "F" in the course when a major course assignment (core assessment assignment) used some words written by someone else without using correct APA citation.



Faculty may use plagiarism detection software to determine whether the content can be found through the Internet, published sources, or in an assignment submitted by another student at another university.



Review of Literature

Online Collaboration

Automatic F for Academic Dishonesty

           In recent years, online collaboration and support have been an areas of research that interest academics in higher education (e.g., Barker, VanSchaik, & Famakinwa, 2007; Curtis & Lawson, 2001; Petrides, 2002; Whatley & Bell, 2003). Online groups provide opportunities for learning and empathy for people who share interests or concerns. In fact, the value of online support groups can be as important to the members as a face-to-face support groups are to their members (Turner, Grube, & Meyers, 2001). This finding suggests that online community may be extremely important to students too.

For online students, e-learning can be successful and provide some advantages (Luppicini, 2007). In fact, some faculty believe that the online format works extremely well for reflection and opinion discussion. Further, the sense of anonymity in the nature of online interaction may actually increase the quality and depth of member responses through personal disclosure, reciprocity, and personal acceptance (VanLear, Sheehan, Withers & Walker, 2005).

Every teacher knows that each class develops a personality. The social construction of the learning collaboration creates something unique based on the people who interact together. This personality or social construction seems less clear in the online environment. Scholars have discussed the need for students and teachers to determine where they will locate themselves in the social space of the classroom (Anagnostopoulos, Basmadjian, & McCrory, 2005). They suggested that not only does the virtual classroom lack the shared expectations and social conventions associated with the face-to-face classroom, it also lacks markers that root it in any particular place. Unlike face-to-face classrooms, virtual classrooms are radically disassociated from the locales in which teachers and students live their everyday lives. Identifying the textual devices teachers and students use to construct social presence in online classrooms is a step towards understanding how teachers and students respond to the delocalized classroom space.  Faculty may be able to create some social conventions and locate the classroom in a space.  One would suspect that a possible outcome, however, might be that unless faculty and students can create a collaborative learning environment, online learning may be less meaningful, less engaging, or less motivating than the face-to-face environment.

References

Aitken, J. E. (2008). Communication. Kansas City, MO: OnlineAcademics.Org. Retrieved June 24, 2009 from http://onlineacademics.org

Anagnostopoulos, D., Basmadjian, K. G., & McCrory, R. S. (2005). The decentered teacher and the construction of social space in the virtual classroom. Teachers College Record, 107(8), 1699–1729.

Barker, P., VanSchaik, P., & Famakinwa, O. (2007). Building electronic performance support systems for first-year university students. Innovations in Education and Teaching International, 44(3), 243–255.

Curtis, D. D., & Lawson, M. J. (2001). Exploring collaborative online learning. JALN, 5(1), 21-34.

Luppicini, R. (2007). Review of computer mediated communication research for education. Instructional Science, 35(2), 141-185.

Petrides, L. (2002). Web-based technologies for distributed (or distance) learning: Creating learning-centered educational experiences in the higher education classroom. International Journal of Instructional Media, 29(1), 69.

Turner, J., Grube, J., & Meyers, J. (2001). Developing an optimal match with in online communities: an exploration of CMC support communities and traditional support. Journal of Communication, 51(2), 231-251.

Valacich, J. S., Paranka, D., George, J. F., & Nunamaker, J. F. (1993). Communication concurrency and the new media: A new dimension for media richness. Communication Research, 20(2), 249-276.

VanLear, C. A., Sheehan, M. A., Withers, L. A., & Walker, R. A. (2005). AA online: The enactment of computer mediated social support. Western Journal of Communication, 69(1), 5-26.

Whatley, J., & Bell, F. (2003). Discussion across borders: Benefits for collaborative learning. Educational Media International, 40(1/2), 139.



Here is the Plagiarism Report

Review of Literature Online Collaboration Automatic F for Academic Dishonesty In recent years, online collaboration and support have been an areas of research that interest academics in higher education (e.g., Barker, VanSchaik, & Famakinwa, 2007; Curtis & Lawson, 2001; Petrides, 2002; Whatley & Bell, 2003). Online 2groups provide opportunities for learning and empathy for people who share interests or concerns. In fact, 2the value of online support groups can be as important to the members as a face-to-face support groups are to their members (Turner, Grube, & Meyers, 2001). [Aitken wrote this information and published on her website.  For a course, it's inappropriate to use information submitted for another course, even if the student wrote the information.]  This finding suggests that online community may be extremely important to students too. For online students, e-learning can be successful and provide some advantages (Luppicini, 2007). In fact, some faculty believe that the online format works extremely well for reflection and opinion discussion. 2Further, the sense of anonymity in the nature of online interaction may actually increase the quality and depth of member responses through personal disclosure, reciprocity, and personal acceptance (VanLear, Sheehan, Withers & Walker, 2005). Every teacher knows that each class develops a personality. The social construction of the learning collaboration creates something unique based on the people who interact together. This personality or social construction seems less clear in the online environment. Scholars have discussed the need for students and teachers to determine where they will locate themselves 1in the social space of the classroom (Anagnostopoulos, Basmadjian, & McCrory, 2005). They suggested that 1not only does the virtual classroom lack the shared expectations and social conventions associated with the face-to-face classroom, it also lacks markers that root it in any particular place. Unlike face-to-face classrooms, virtual classrooms are radically disassociated from the locales in which teachers and students live their everyday lives. Identifying the textual devices teachers and students use to construct social presence in online classrooms is a step towards understanding how teachers and students respond to the delocalized classroom space. [Although the source is identified, the fact that these are the words of Anagnostopoulous, Basmadjian, and McCrory constitutes plagiarism.  This section needs to be in quotation marks or set off as a block quote, with the page number in parentheses at the end.] Faculty may be able to create some social conventions and locate the classroom in a space. One would suspect that a possible outcome, however, might be that unless faculty and students can create a collaborative learning environment, online learning may be less meaningful, less engaging, or less motivating than the face-to-face environment. References Anagnostopoulos, D., Basmadjian, K. G., & McCrory, R. S. (2005). The decentered teacher and the construction of social space in the virtual classroom. Teachers College Record, 107(8), 1699–1729. Barker, P., VanSchaik, P., & Famakinwa, O. (2007). Building electronic performance support systems for first-year university students. Innovations in Education and Teaching International, 44(3), 243–255. Curtis, D. D., & Lawson, M. J. (2001). Exploring collaborative online learning. JALN, 5(1), 21-34. Luppicini, R. (2007). Review of computer mediated communication research for education. Instructional Science, 35(2), 141-185. Petrides, L. (2002). Web-based technologies for distributed (or distance) learning: Creating learning-centered educational experiences in the higher education classroom. International Journal of Instructional Media, 29(1), 69. Turner, J., Grube, J., & Meyers, J. (2001). Developing an optimal match with in online communities: an exploration of CMC support communities and traditional support. Journal of Communication, 51(2), 231-251. Valacich, J. S., Paranka, D., George, J. F., & Nunamaker, J. F. (1993). Communication concurrency and the new media: A new dimension for media richness. Communication Research, 20(2), 249-276. VanLear, C. A., Sheehan, M. A., Withers, L. A., & Walker, R. A. (2005). AA online: The enactment of computer mediated social support. Western Journal of Communication, 69(1), 5-26. Whatley, J., & Bell, F. (2003). Discussion across borders: Benefits for collaborative learning. Educational Media International, 40(1/2), 139.



 Here are the identified sources.

14% match (publications)

Dorothea Anagnostopoulos. "The Decentered Teacher and the Construction of Social Space in the Virtual Classroom", Teachers College Record, 8/2005

2

12% match (Internet from 03/30/09)

http://onlineacademics.org




What is ethical research on human subjects\?




This information quoted or closely adapted from the IRB, APA, and course materials.



Ethical experimental research protects human safety and privacy. Any research on human subjects must be reviewed and approved before data collection.  Ethical research avoids deception. The Park University Institutional Review Board (IRB) must approve any research on human subjects in advance. Fraud is an issue of concern.



No researcher can put an individual at risk.

1. We must ensure that the participant participates only after fully informed, and when consent to participate is give.

2. We can do nothing from which the research can gain.

3. We must not do anything that damages the environment.

4. We cannot do biased research.

5. We cannot fabricate data or information, use fraud, or falsify anything to anyone during the research process.



APA guidelines require the following:

1. Minimal risk.

2. Fairness, responsibility, and informed consent (adults).

3. If the researcher can justify deception, there must be debriefing.

4. Freedom from coercion.

5. Protection of participants.

6. Confidentiality.



Because of federal law, you should expect the following restrictions regarding research on human subjects.

   *

     You canNOT use participants under 18,
   *

     Cannot use participants who are members of a protected population (no one pregnant, no one in prison, no one with a mental disability),
   *

     Cannot conduct research that provides any financial gain to anyone,
   *

     Cannot collect health information,
   *

     Cannot collect names or demographic information,
   *

     Cannot conduct research that involves anything beyond minimal risk,
   *

     Cannot use deception of any kind.
   *

     Cannot use of Video or Audiotaping because of the complicated record keeping required by federal law.
   *

     Cannot use a sensitive topic (e.g., sensitive topics include drug use, sexual practices, aggressive behavior, criminal activity). Your professor may add or use different guidelines from the Course Developer.  See: http://onlineacademics.org/Guidelines.htm

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

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:

This syllabus is a tentative guideline for the course.  The Senior Project is handled in an individualistic way, as an agreement between the individual professor and student.  Your professor has complete latitude about how to approach this course, grading, and instruction with you.  With this individualized approach, you must understand your professor's expectations as you proceed.  Be sure to talk to your professor about individual expectations, or read your professor's handouts, eCollege, or eCompanion shell information.



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Synthesis                                                                                                                                                                                                                                                  
Outcomes
2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The core assessment consists of a two-semester, five part research project containing a Introduction, Review of the Literature, Research Methodology, Results and Discussion, and Directions for Future Research. (Rubric Attached) {Assesses outcomes 1, 2, 3, 4, 5} Review of Literature contains 10 sources. Review of Literature contains less than 10 sources. Review of Literature does not contain any sources. 
Analysis                                                                                                                                                                                                                                                   
Outcomes
1, 3, 4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Research methodology is directly tied to the purpose and yields a rich data source that exceeds expectations. Research methodology is tied to the purpose and determines the information that is needed. Research methodology is not directly tied to purpose and does not yield the relevant information needed Research methodology does not relate to the purpose and does not yield relevant information. 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
1, 2, 3, 4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           
Results and Discussion shows mastery of systematic research methods to discover patterns of human interaction and draw appropriate conclusions related to purpose of study. Results and Discussion shows use of acceptable and systematic research methods to discover patterns of human interaction and draw appropriate conclusions. Results and Discussion shows use of some acceptable and systematic research methods to discover patterns of human interaction and draw appropriate conclusions. Results and Discussion does not show use of acceptable and systematic research methods and draws inappropriate conclusions. 
Terminology                                                                                                                                                                                                                                                
Outcomes
1, 2, 3, 4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
Extensive use of professional-level vocabulary. Acceptable use of appropriate vocabulary. Rudimentary, inappropriate use of vocabulary. Poor, inappropriate use of vocabulary. 
Concepts                                                                                                                                                                                                                                                   
Outcomes
1, 2, 3, 4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
Professional mastery in all five project components: Introduction, Review of Literature, Research Methodology, Results & Discussion, and Directions for Future Research. Meets acceptable standards in all five project components: Introduction, Review of Literature, Research Methodology, Results & Discussion, and Directions for Future Research. Meets some of the acceptable standards in all five project components: Introduction, Review of Literature, Research Methodology, Results & Discussion, and Directions for Future Research. Does not meet acceptable standards in all five project components: Introduction, Review of Literature, Research Methodology, Results & Discussion, and Directions for Future Research. 
Application                                                                                                                                                                                                                                                
Outcomes
2, 3, 4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Meets all General Tests of Evidence: (1) Is there enough evidence offered? (2) Is the evidence clear and meaningful? (3) Is the source clearly and accurately cited? (4) Is the evidence the most recent? (5) Is the evidence typical? (6) Is the evidence internally consistent? (7) Is the evidence relevant? Meets most of the General Tests of Evidence: (1) Is there enough evidence offered? (2) Is the evidence clear and meaningful? (3) Is the source clearly and accurately cited? (4) Is the evidence the most recent? (5) Is the evidence typical? (6) Is the evidence internally consistent? (7) Is the evidence relevant? Meets some of the General Tests of Evidence: (1) Is there enough evidence offered? (2) Is the evidence clear and meaningful? (3) Is the source clearly and accurately cited? (4) Is the evidence the most recent? (5) Is the evidence typical? (6) Is the evidence internally consistent? (7) Is the evidence relevant? Does not meet the General Tests of Evidence: (1) Is there enough evidence offered? (2) Is the evidence clear and meaningful? (3) Is the source clearly and accurately cited? (4) Is the evidence the most recent? (5) Is the evidence typical? (6) Is the evidence internally consistent? (7) Is the evidence relevant? 
Whole Artifact                                                                                                                                                                                                                                             
Outcomes
1, 2, 3, 4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
Project focus is clear, thoughtful and imaginative, sources are smoothly integrated and persuasively support the project focus, sequence of topics is smooth with a convincing rhetorical pattern, and there are no grammatical errors. Project focus is clear and sustained, sources clearly support the purpose, sequence of topics is logical, and occasional sentence structure or diction problems do not seriously distract the reader. Project focus is clear but commonplace, sources are not always relevant and critically discussed, sequence of topics is generally easy to follow but may occasionally wander, and there are enough mechanical problems to temporarily distract the reader. Project lacks focus, makes no use of sources, sequence of topics is difficult to follow, and has severe problems with sentence structure or word choice. 
Component                                                                                                                                                                                                                                                  
Outcomes
1, 2, 3, 4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
Project contains all five project components: Introduction, Review of Literature, Research Methodology, Results & Discussion, and Directions for Future Research and is completed on a professional-level. Project contains all five project components: Introduction, Review of Literature, Research Methodology, Results & Discussion, and Directions for Future Research. Project is lacking one or more of the five project components: Introduction, Review of Literature, Research Methodology, Results & Discussion, and Directions for Future Research. Project does not contain the five project components: Introduction, Review of Literature, Research Methodology, Results & Discussion, and Directions for Future Research. 

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Last Updated:7/22/2009 8:53:01 AM