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CS 300 Technology in a Global Society
Perrine, Terry A.


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

CS 300 Technology in a Global Society

Semester

F1T 2009 DL

Faculty

Perrine, Terry A.

Title

Adjunct Faculty

Degrees/Certificates

BA, Business Management, Universit of LaVerne, LaVerne, Ca
MA, Computer Resources and Information Systems Managemetn, Webster University, St. Louis, Mo.

Office Location

Online

Office Hours

Online. See My Office in the Online classroom

Daytime Phone

210-387-1529

E-Mail

Terry.Perrine@park.edu

taperrine@yahoo.com

Semester Dates

16Mar09-10May09

Class Days

As required

Class Time

As required

Credit Hours

3


Textbook:
Kizza, Joseph Migga. Ethical and Social Issues in the Information Age, 3rd Ed., 2007, Springer-Verlag New York, Inc., ISBN: 978-1-84628-658-2.


DePalma, Paul. Editor. Annual Editions, Computer Studies: Computers in Society, (08/09) 15th edition, 1 Nov 2007. McGraw-Hill Contemporary Learning Series, ISBN: 978-0-07-3528854-0.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
Asking the Right Questions: A Guide to Critical Thinking, Eighth Edition, M. Neil Browne, Stuart M. Keeley, Bowling Green State University, published by Pearson Prentice Hall, ISBN: 0-13-220304-9

Chicago Manual of Style - 15th edition, The University of Chicago Press, ISBN 978-0-226-10403-4

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:
This course presents the social, political, economic and multicultural issues surrounding the use of computers and computer technology. Coursework includes class discussion, readings, collaborative projects and formal term papers on selected topics. 3:0:3

Educational Philosophy:
My pedagogical philosophy is to mentor my students in achieving their life goals. By signing up to take a course the adult learner demonstrate a desire to achieve an academic level of knowledge in a particular subject matter.  Consequently, the approach that I take is that of a facilitator, aiding their pursuit of learning. And, to ensure that you receive the information that you need, when you need it, the first week of class, I will provide you with both my home and cell phone numbers.  Your time is very important to me.  Consequently, I encourage my students to call me with their questions so that we can get those questions answered as quickly as possible without waiting on email turn arounds.. Each week, I initiate opportunities to explore the subject matter through the assignment of online forum discussions, dropbox assignments, peer reviews and projects. Through formative assessment of the learners weekly performance, I guide their successful examination and analysis of the subject matter.  The course culminates in a final summative assessment that provides each student the opportunity to demonstrate their accomplished understanding of the course material.

Learning Outcomes:
  Core Learning Outcomes

  1. Recognize the major historical implications of information technology.
  2. Assess some of the basic concepts of a global society influenced by Information Technology. (Singapore social system, English trading system, Privacy issues.)*
  3. Compare some of the effects of technology upon the cultures of different ethnic and racial groups in the United States and other countries. (Literacy and Artistic Expression in all types of media.)*
  4. Apply the tools for critical thinking, scientific reasoning and inquiry to emerging technologies and recognize, analyze and evaluate their possible effects upon the social, cultural, economic, and ethical values of the United States and the world. Knowledge of the history of Information Technology is necessary.
  5. Work as a member of a group in exchanging knowledge and ideas about technology and its role in the world.
  6. Collaborate with a group applying the literacies listed above in a mini-term paper format at least 15 to 18 pages (double-spaced) in length. This will provide practice in a group setting before writing the individual term paper.
  7. Maintain an individual electronic journal of all readings and reference sources in a word-processed journal to be handed in bi-weekly.
  8. Write a term paper using a modified format similar to that found in scientific technical journals. The paper will be at least 15 to 18 pages in length (double-spaced) and demonstrate evidence of applying the literacies to the topic.
  9. *These are only a few examples to illustrate and may cross all literacies areas in addition to the ones mentioned. Guidelines for the collaborative project paper and final term paper will be handed out at the end of week one. Evaluation Rubrics are similar for the Collaborative Research paper and Individual End of Term Research Paper.


Core Assessment:



All Park University courses must include a core assessment that measures the relevant Departmental Learning Outcomes.  The purpose of this assessment is to determine if expectations have been met concerning mastery of learning outcomes across all instructional modalities. The core assessment for this course is a final paper, which counts for 20% of the grade. The final paper requires that an artifact be developed to test at least seven of the eight course core objectives.


1. Recognize the major historical implications of information technology.


2. Assess some of the basic concepts of a global society influenced by
Information Technology. (Singapore
social system, English trading system, Privacy issues.)*


3. Compare some of the effects of technology upon the cultures of different
ethnic and racial groups in the United
States
and other countries. (Literacy and
Artistic Expression in all types of media.)*


4. Apply the tools for critical thinking, scientific reasoning and inquiry
to emerging technologies and recognize, analyze and evaluate their possible
effects upon the social, cultural, economic, and ethical values of the United States
and the world. Knowledge of the history of Information Technology is necessary.


5.  Work as a member of a group in exchanging knowledge and ideas about technology and
its role in the world.


6. Collaborate with a group applying the literacies listed above in a
mini-term paper format at least 15 to 18 pages (double-spaced) in length. This
will provide practice in a group setting before writing the individual term
paper.


7. Maintain an individual electronic journal of all readings and reference
sources in a word-processed journal to be handed in bi-weekly.


8. Write a term paper using a modified format similar to that found in
scientific technical journals. The paper will be at least 15 to 18 pages in
length (double-spaced) and demonstrate evidence of applying the literacies* to
the topic.
 
*Literacies as defined in the syllabus are:
Analytical and Critical Thinking, Community and Civic Responsibility, Scientific Inquiry, Ethics and Values, and Literacy and Artistic Expression



Link to Class Rubric

Class Assessment:
Class assessment is based on class participation, homework assignments, group project paper, individual paper, midterm and final exams

Grading:

 Kizza:  11 Assignments 220
 DePalma  5 Assignments
 100
 Weekly Discussions  8 Assignments
 160
 Group Paper
 3 Assignments
 75
 Individual Paper
 3 Assignments
 150
 Exams: Mid Term and Final
 2 Assignments
 300
   Total Grading Points:
 1005

Grading scale:

A = 90-100%
B = 80 - 89%
C = 70 - 79%
D = 60 - 69%
F = less than 60%

Late Submission of Course Materials:
Not accepted without prior limited time approval

Classroom Rules of Conduct:

Ground Rules for On-line Participation Please consider for a moment the ground rules governing our online discussions.

1.Everyone will participate in conference discussion. No wall flowers. Everyone must participate in the weekly discussion topics. Conventions of "on-line etiquette," which include courtesy to all users, will be observed.

2.Students should use Email for messages or questions to the instructor and other students. The Class Conference is for discussion of the assigned discussion topic and peer review comments relevant to the discussion topic.

3.Since the weekly discussion threads are a moderated open forum, you should be prepared to explain and defend your discussion postings. In addition, all members of the class are encouraged and expected to any and all discussions.  There is no such thing as a private or closed discussion in the discussion threads.

4.Don't take peer review and discussion posting comments personally. Please confine your postings to the discussion topics.

5. Comments aimed at individuals are inappropriate. If I see derogatory comments that are personally directed at individuals, I will remove them. If you notice comments that appear to be personally directed, please email me. I will remove / edit those comments as appropriate.

6.Students are expected to complete at least 4 hours per week of conferencing or other appropriate online activities, including sending/receiving Email and navigating and conducting research over the World Wide Web.

7. Eating and drinking in the classroom is at the students discretion. Likewise, trash pickup. However, you should be advised that I have given the janitors the term off, and proceed accordingly.

8.  Students are advised that they are responsible for disposal of all smoking materials, and providing their own ash receptacles and cuspidors.  Any student who wishes to do so may also provide their own personal fans, heaters, and/or personal air filtration systems as they deem appropriate..


Course Topic/Dates/Assignments:

Students are advised that in the event of a conflict between the syllabus and the online course material, the syllabus will take precedence.

Weekly due dates are per the Course Calendar. All assignment submission are due in the dropbox for grading NLT Midnight Sunday of the week assigned.

Week 1

See Notes 1, 2, 3, 4, 5, 6

 

Discussion: (See Notes 1 and 2)

Post Kizza Ch 1 Test Your Knowledge (TYK) to appropriate Discussion thread

Participate in the General Discussion Topic by posting TWO substantive comments OR post substantive Peer Reviews of TWO other students TYK postings. The General Discussion Topics for this week are:

Kizza General Discussion Topics:

    • What is critical thinking?
    • Applying critical thinking:

Apply your critical thinking skills to discuss the following article:

A major enduring issue in American society concerns the kind of gun control laws we need. Lets look at one position on this issue. Try to decide whether the argument is convincing.

Arguments for banning guns are mostly myths, and what we need now is not more laws, but more law enforcement. One myth is that most murders are ordinary, law-abiding citizens who kill a relative or acquaintance in a moment of anger only because a gun is available. In fact, every study of homicide shows the overwhelming majority of murderers are career criminals, people with lifelong histories of violence. The typical murderers are career criminals, people with lifelong histories of violence. The typical murderer has a prior criminal history averaging at least six years, with four major arrests.

Another myth is that gun owners are ignorant rednecks give to senseless violence. However, studies consistently show that, on the average, gun owners are getter educated and have more prestigious jobs than non-owners. To judge by their applications for permits to carry guns at all times, the following are (or were) gun owners: Eleanor Roosevelt, Joan Rivers, Donald Trump, and David Rockefeller.

A further myth is that guns are not useful for self-defense. On the contrary! Every study has shown that handguns are used more often in repelling crimes than in committing them. While handguns are used in about 581,000 crimes yearly, they are used to repel about 645,000 crimes.

Even if gun laws do potentially reduce gun-related crime, the present laws are all that are need if they are enforced. What would stronger laws do when the courts have demonstrated that they will not enforce them?

 

DePalma General Discussion Topic

In Article 3, On the Nature of Computing, one of my students commented that, "It’s wonderful in the sense that there are virtually no limits to what the science of computing can ultimately be. And, in my opinion, disheartening because, if we don’t like the framework of our sciences, we can seek to change it. That makes me question the necessity of the science in the first place." Apply your critical thinking to the above statement. 

 

Post your Week 1 DePalma Readings homework synopsis to appropriate Discussion Thread for peer review

As an alternative to participating in the DePalma General Discussion Topic, you may post substantive Peer Reviews of two other students DePalma postings

Post Group Topic to the appropriate Discussion Topic

 

Homework: (See Notes 3, 5 and  6)

  • Download the Test Your Knowledge (TYK) form from "DocSharing" for use with all TYK assignments
  • Read Course Home "Helpful Hints." You are responsible for adhering to the guidelines provided in the "Helpful Hints"
  • Review the Weekly Discussion and Group Topic Rubric. Your are responsible for adhering to the guidelines provided in all Rubrics.
  • Download and read "What is Critical Thinking.pdf" from DocSharing
  • Post your draft Kizza 1 Test Your Knowledge (TYK) form to Kizza 1 Discussion Thread
  • Post a corrected Kizza 1 TYK to the Week 1 Kizza 1 Dropbox for grading
  • Post Kizza 2 TYK form to Dropbox
  • Post DePalma 1-2 synopsis to the online Journal. (The Journal is accessed in the DropBox Tab at the top of the online classroom page.)
  • Attach a copy of your DePalma 1-2 synopsis to the Week 1 DePalma 1-2 Dropbox
  • Post your Group topic (See Note 4)

 

Group Paper: (See Note 4)

Group membership assignments will be posted in the Group thread during week 1.

PLEASE NOTE: Group membership is subject to change during the course Drop/Add period. Also, be aware that the Group Thread where your Group Paper activities will occur is a different location and involves different activities from the Discussion Thread, which also may contain a Group Topic, where you will post work resulting work from your Group Activities.

Locate your assigned group AND your groups area under "Select a Topic" in the Groups thread.

Establish communications with your Group, and begin your working to identify the topic for your Group paper.

Review the Group Rubric.This will be your guide, both for the work on the Group paper (and later on the Individual Paper) that is due each week.

Select a Group Paper topic. As you work to identify your group topic, consider the other aspects that make up your topic.

Post your Group Topic in the appropriate Discussion Thread "Select a Topic" thread. (See Note 4 below.)

 PS: I've mentioned at least twice in this one section that you should see Note 4. Perhaps that should tell you something.


Week 2:

See Notes 1, 2, 3, 4, 5, 6

 

Discussion:

Post Kizza Ch 3 Test Your Knowledge (TYK) to appropriate Discussion thread

Participate in the General Discussion Topic by posting TWO substantive comments OR post substantive Peer Reviews of TWO other students TYK postings

Post your Week 2 DePalma 3-4 Readings homework synopsis to appropriate Discussion Thread for peer review

 

Post substantive Peer Reviews of two other students DePalma postings

Post Group Topic to the appropriate Discussion Topic

 

Homework (See Notes 3, 5 and 6)

  • Post your draft Kizza 3 Test Your Knowledge (TYK) form to Kizza 3 Discussion Thread for peer review

 

  • Post a corrected Kizza 3 TYK to the Week 2 Kizza 3 Dropbox for grading

 

  • Post Kizza 4 TYK form to Dropbox for grading

 

·        Post DePalma 3-4 synopsis to the online Journal

 

·        Attach a copy of your DePalma 3-4 synopsis to the Week 2 DePalma 3-4 Dropbox for grading

 

Group Assignment (See Note 4)

Post your Groups Paper Introduction

Title Page (1 page)

Outline / Table of Contents (1 page or more)

2-3 page Introduction

Post substantive Peer Reviews of TWO other Introduction for a group other than your own

Post a copy of your Group Paper Introduction to the Week 2 Paper 1 dropbox for grading (See Note 4).

Week 3:

See Notes 1, 2, 3, 4, 5, 6

Discussion:

Post Kizza Ch 5 Test Your Knowledge (TYK) to appropriate Discussion thread

Participate in the General Discussion Topic by posting TWO substantive comments OR post substantive Peer Reviews of TWO other students TYK postings

Post your Week 3 DePalma 5-6 Readings homework synopsis to appropriate Discussion Thread for peer review

 

Post substantive Peer Reviews of two other students DePalma postings

Post your Group assignment to the appropriate Discussion Topic

Post your proposed Individual Paper topic to the appropriate Discussion Thread

 

Homework (See Notes 3, 5 and 6)

  • Post your draft Kizza 5 Test Your Knowledge (TYK) form to Kizza 3 Discussion Thread for peer review

 

  • Post a corrected Kizza 5 TYK to the Week 3 Kizza 5 Dropbox for grading

 

  • Post Kizza 6 TYK form to Dropbox for grading

 

·        Post DePalma 5-6 synopsis to the online Journal

 

·        Attach a copy of your DePalma 5-6 synopsis to the Week 3 DePalma 5-6 Dropbox for grading

 

Group Assignment (See Note 4)

Post your Groups Paper

Title Page (1 page)

Outline / Table of Contents (1 page or more)

2-3 page Introduction

6-8 page development of the body of your Group paper project.

Post substantive Peer Reviews of TWO other Introduction for a group other than your own

Post a copy of your Group Paper Introduction to the Week 3 Paper 2 dropbox for grading (See Note 4).

Week 4

See Notes 1, 2, 3, 4, 5, 6

Discussion:

Post Kizza Ch 7 Test Your Knowledge (TYK) to appropriate Discussion thread

Participate in the General Discussion Topic by posting TWO substantive comments OR post substantive Peer Reviews of TWO other students TYK postings

There is no DePalma Reading assignment this week.

Post the completed Group Topic paper to the appropriate Discussion Topic for peer review

 

Homework (See Notes 3, 5 and 6)

  • Post your draft Kizza 7 Test Your Knowledge (TYK) form to Kizza 7 Discussion Thread for peer review

 

  • Post a corrected Kizza 7 TYK to the Week 4 Kizza 7 Dropbox for grading

 

  • Post Kizza 8 TYK form to Dropbox for grading

 

·        There is no DePalma Reading assignment this week.

 

·        Verify that your Individual Paper topic is approved.

 

Group Assignment (See Note 4)

Post your Groups completed Group Paper

Title Page (1 page)

Outline / Table of Contents (1 page or more)

2-3 page Introduction

6-8 page development of the body of your Group paper project.

Conclusions / Recommendations (1-2 pages)

Research references

Post substantive Peer Reviews of TWO other Introduction for a group other than your own

Post a copy of your Group Paper Introduction to the Week 4 Paper 3 dropbox for grading (See Note 4).

 

Midterm Exam

Take the online Mid Term Exam

Week 5:

See Notes 1, 2, 3, 5, 6

 

Discussion:

Post Kizza Ch 9 Test Your Knowledge (TYK) to appropriate Discussion thread

Participate in the General Discussion Topic by posting TWO substantive comments OR post substantive Peer Reviews of TWO other students TYK postings

Post your Week 5 DePalma 7-8 Readings homework synopsis to appropriate Discussion Thread for peer review

Post substantive Peer Reviews of two other students DePalma postings

 

Homework (See Notes 3, 5 and 6)

  • Post your draft Kizza 9 Test Your Knowledge (TYK) form to Kizza 9 Discussion Thread for peer review

 

  • Post a corrected Kizza 9TYK to the Week 5 Kizza 9 Dropbox for grading

 

  • Post Kizza 10 TYK form to Dropbox for grading

 

·        Post DePalma 7-8 synopsis to the online Journal

 

·        Attach a copy of your DePalma 7-8 synopsis to the Week 5 DePalma 7-8 Dropbox for grading

 

Individual Paper Assignment

Post your Paper Introduction

Title Page (1 page)

Outline / Table of Contents (1 page or more)

2-3 page Introduction

Post substantive Peer Reviews of TWO other Introduction

Post a copy of your Paper Introduction to the Week 5 Indiv #1 dropbox for grading.

Week 6:

See Notes 1, 2, 3, 5, 6

 

Discussion:

Post Kizza Ch 11 Test Your Knowledge (TYK) to appropriate Discussion thread

Participate in the General Discussion Topic by posting TWO substantive comments OR post substantive Peer Reviews of TWO other students TYK postings

There are no Week 6 DePalma Readings

 

Homework (See Notes 3, 5 and 6)

  • Post your draft Kizza 11 Test Your Knowledge (TYK) form to Kizza 11 Discussion Thread for peer review

 

·        Post a corrected Kizza 11 TYK to the Week 6 Kizza 11 Dropbox for grading

 

Individual Paper Assignment

Post your Individual Paper

Title Page (1 page)

Outline / Table of Contents (1 page or more)

2-3 page Introduction

6-8 page development of the body of your Individual Paper project.

Post substantive Peer Reviews of TWO other Individual Papers

Post a copy of your Individual Paper to the Week 6 Indiv #2 dropbox for grading.

 

Final Exam Preparation:

Final Examination Directions and Rubric


The final exam is open book, open note. The time limit will be 2 hours and it will be taken with a Proctor. Be ready with your books, papers, and notes before you begin the exam. There will be two separate essay questions. Select one question to answer. The essay will be worth 200 points. Try to limit your essay to no more 7 or 8 paragraphs.

Students should arrange for access to a word processor to take the exam.

You may have a copy of the final exam with you in your notes, however, a copy of this Final Exam Rubric is also included with the final exam.

The final exam rubric is as follows:

Grading Rubric: Each of the following sections will comprise twenty percent of your final exam grade:

Introduction:

Identify the key ideas related to the topic

Body:

Explain the significant issues identified in the introduction . Discuss both pros and cons of the issues. Answer all facets of the question.

Conclusion:

Arrive at a conclusion supported by the ideas identified in the body of your writing.

Recommendations:

Recommend a course of action to address the issues you have raised. Tell us what you would have us do about these issues.


To ensure that you receive full credit for each part of your answer, I urge you to label each section of your answer!

Additional comments on the final exam:

The final exam is 200 points toward your final grade, and consists of a written essay.

 

There are two major topics. You will pick one of the two topics to write on. Under each of the topics are a number of questions to answer in your discussion of the topic.

Your essay MUST be arranged in the essay format shown in the rubric above. I strongly urge that you label each section to ensure that you received credit for that section.

Section 1: Introduction (50 points)

Briefly mention some of the issues related to the topic you have chosen, and explain why these issues are important.

Section 2: Body (50 points)

Discuss EACH of the listed questions under your chosen topic.

Section 3: Conclusion: (50 points)

Explain what conclusions that you have arrived at in your examination of this topic.

Section 4: Recommendations: (50 points)

This is CRITICAL! More people miss (do not make any recommendations) or answer the recommendations inadequately (weak, lacking specificity) or do not understand the difference between a conclusion and a recommendation. Conclusions are the insight you have achieved regarding the subject matter. Conversely, recommendations are a call to action. What, specifically, would you urge us to do regarding the subject matter or your insight? You must have REAL recommendations. "Bomb the Apshai Penninsuala." That is a real recommendation. "Call your congressional representative." That's a real recommendation. "Picket in front of the Supreme Court." That's a real recommendation. "Talk to your neighbors and inform them of the significance of the issue." That's a real recommendation. Be specific. We have to live in and be a part of the world. Life is not an exercise in academic theory, so NOT tell me what you would like some nebulous person(s) buried in the anomalous depths of your imagination should do. You live in real life, and I expect you to give me a real life answer, not some fantasy pie in the sky.

Week 7:

See Notes 1, 2, 3, 5, 6

 

Discussion:

There are no Kizza Chapters this week.

Participate in the General Discussion Topic by posting TWO substantive comments OR post substantive Peer Reviews of TWO other students DePalma Summary postings

Post your completed Individual Paper to the discussion thread for peer review

Post substantive Peer Reviews of TWO other Individual Papers

 

 

Homework (See Notes 3, 5 and 6)

  • Post your draft DePalma Summary to the Discussion Thread for peer review

 

·        Post a finalized DePalma Summary to the Week 7 DePalma Sum Dropbox for grading

 

Individual Paper Assignment

Post your completed Individual Paper

Title Page (1 page)

Outline / Table of Contents (1 page or more)

2-3 page Introduction

6-8 page development of the body of your Group paper project.

Conclusions / Recommendations (1-2 pages)

Research references

Post a finalized copy of your completed Individual Paper to the Week 7 Indiv #3 dropbox for grading.

Week 8:

See Notes 1, 2, 3, 5, 6

 

Discussion:

Participate in the General Discussion Topic by posting TWO substantive comments OR post substantive Peer Reviews of TWO other students discussion postings in both the Kizza and DePalma topics

 

Final Exam

 

Take the Final Exam

 

 

NOTES

NOTE 1: The Discussion assignments are exactly that: a discussion. You are graded on your discussion participation through SUBSTANTIVE peer review of other students work OR SUBSTANTIVE participation in the General Discussion Topics posted by the Instructor, NOT THE WORK POSTED for peer review. For example. when you post your Kizza homework in the discussion thread, that is for other students to peer review your work. Your Kizza posting in the discussion thread does not count as one of the required participation postings.

NOTE 2: You can be honest (but not rude or brutal) in your peer reviews, and, with the exception of being abusive or attacking (flaming) another persons work, I encourage you to be so, as long as your comments are constructive. Your discussion comments will not negatively affect your peers grade.

NOTE 3: All homework assignments are due in the appropriate Dropbox NLT midnight, Sunday the week assigned..

NOTE 4: ALL members of the group MUST post a copy of the Group assignments

NOTE 5: All home work assignments MUST be posted into the corresponding dropbox to receive credit. Failure to post homework assignments to the appropriate Dropbox will result in a zero grade for that assignment. To ensure that everyone can access and peer review your work, attachments must be posted in Microsoft .doc, .txt, .pdf, .ppt or .rtf formats. Work in non .rtf format may not be accepted for grade.

NOTE 6: Wikipedia.com, Dictionary.com and ALL of the texts used in this course are unacceptable for meeting research references requirement in any assignment.

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)
Synthesis                                                                                                                                                                                                                                                  
Outcomes
2, 3, 7, 8                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           
The artifact demonstrates the student's ability to creatively apply prior knowledge, skills, and journal readings to produce an original artifact.





Synthesis is demonstrated by using more than two examples from the textbook, journal, and references that exhibit proper application to the topic. (b) The artifact demonstrates in-depth comparison of basic concepts.


 
The artifact demonstrates the student's ability to creatively apply prior knowledge, skills, and journal readings to produce an original artifact.





Synthesis is demonstrated by using at least two examples from the textbook, journal, and references that exhibit proper application to the topic.  (b) The artifact demonstrates comparison of basic concepts.


 
The artifact demonstrates the student's ability to creatively apply prior knowledge and skills to produce an original artifact.





Synthesis was not demonstrated by using  only one example from the textbook, journal entries were incomplete, and/or references were incomplete (b) the artifact attempted to demonstrate comparison of basic concepts.


 
The artifact was not attempted or demonstrates the student's inability to creatively apply prior knowledge and skills to produce an original artifact.





Synthesis was not demonstrated with no examples from the textbook, no journal entries and/or references   (b) no comparison attempted to demonstrate comparison of basic concepts.


 
Analysis                                                                                                                                                                                                                                                   
Outcomes
1, 2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
The artifact demonstrates the student's ability to recognize more than two of the major historical implications of information technology and ability to assess more than two of the basic concepts of a global society influenced by Information Technology. The artifact demonstrates the student's ability to recognize at least two of the major historical implications of information technology and ability to assess at least two of the basic concepts of a global society influenced by Information Technology. The artifact demonstrates the student's ability to recognize at least one of the major historical implications of information technology and ability to assess at least one of the basic concepts of a global society influenced by Information Technology. The artifact was not attempted or demonstrates the student's inability to recognize any of the major historical implications of information technology and inability to assess any of the basic concepts of a global society influenced by Information Technology. 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
The artifact demonstrates the student's ability to judge relative value of information based on prior knowledge.





Evaluation:  The student produced artifact demonstrated that the student was able to effectively apply the tools for critical thinking, scientific reasoning, and inquiry based on knowledge of emerging technologies and recognize, analyze and evaluate at least two of their possible effects upon the social, cultural, economic and ethical values of the United States and the world.  The student cited at least two resources/ideas produced as a member of a group that demonstrated knowledge and ideas about technology and its role in the world.


 
The artifact demonstrates the student's ability to judge relative value of information based on prior knowledge.





Evaluation: The student produced artifact demonstrated that student was able to apply the tools for critical thinking, scientific reasoning, and inquiry based on knowledge of emerging technologies and recognize, analyze and evaluate one of the possible effects upon the social, cultural, economic and ethical values of the United States and the world.  The student cited one or two resources/ideas produced as a member of a group that demonstrated knowledge and ideas about technology and its role in the world.


 
The artifact demonstrates the student's ability to judge relative value of information based on prior knowledge.





Evaluation: The student produced artifact demonstrated that student was unable to apply any of the tools for critical thinking, scientific reasoning, and inquiry based on knowledge of emerging technologies and was unable to recognize, analyze and evaluate any of the possible effects upon the social, cultural, economic and ethical values of the United States and the world.  The student did not cite any resources/ideas produced as a member of a group that demonstrated knowledge and ideas about technology and its role in the world.


 
The artifact was not attempted or demonstrates the student's inability to judge relative value of information based on prior knowledge.





Evaluation: The student did not produce an artifact or the produced artifact demonstrated that student made no attempt to apply any of the tools for critical thinking, scientific reasoning, and inquiry based on knowledge of emerging technologies.  The student made no attempt to recognize, analyze and evaluate any of the possible effects upon the social, cultural, economic and ethical values of the United States and the world.  The student was unable to cite any resources/ideas produced as a member of a group (or did not work as a group member) that demonstrated knowledge and ideas about technology and its role in the world.


 
Terminology                                                                                                                                                                                                                                                
Outcomes
1,2, 5, 7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
The artifact demonstrates the student's ability to proficiently use terminology related to specific course area. Use of terminology is demonstrated by using the electronic journal, and textbook in writing the three basic areas of the artifact:  1.Introduction, 2.Research and 3.Conclusion. The artifact demonstrates the student's ability to proficiently use terminology related to specific course area. Use of terminology is demonstrated by correctly using the electronic journal, and textbook in writing at least two of the three basic areas of the artifact:  1.Introduction, 2.Research and 3.Conclusion. The artifact demonstrates the student's ability to proficiently use terminology related to specific course area. Use of terminology is demonstrated by correctly using the electronic journal, and textbook in writing at least one of the three basic areas of the artifact:  1.Introduction, 2.Research and 3.Conclusion. The artifact was not attempted or demonstrates the student's inability to proficiently use terminology related to specific course area. Use of terminology is not demonstrated.  There was no use of the electronic journal or textbook resources in writing any of the three basic areas of the artifact:  1.Introduction, 2.Research and 3.Conclusion. 
Concepts                                                                                                                                                                                                                                                   
Outcomes
4, 7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
The artifact demonstrates the student's ability to recognize and articulate concepts relevant to core course topics. The student-produced artifact that uses more than two examples from the textbook, readings, group discussions, and electronic journal and reference sources demonstrates recognition and articulation. The artifact demonstrates the student's ability to recognize and articulate concepts relevant to core course topics. Recognition and articulation is demonstrated by


the student produced artifact that uses at least two examples from the textbook, readings, group discussions, and electronic journal and reference sources.  


 
The artifact demonstrates the student's ability to recognize and articulate concepts relevant to core course topics. The student-produced artifact that uses fewer than two examples from the textbook, readings, group discussions, and electronic journal and reference sources demonstrates recognition and articulation. The artifact was not attempted or demonstrates the student's inability to recognize and articulate concepts relevant to core course topics. No attempt to produce an artifact or the student did not produce an artifact that uses any resource examples from the textbook, readings, group discussions, and/or electronic journal and reference sources. 
Application                                                                                                                                                                                                                                                
Outcomes
1, 2, 3, 4, 5, 7, 8                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
The artifact demonstrates the student's ability to use principles as they relate to core course topics.





Application is demonstrated by the artifact that exhibits clear and concise understanding of the historical implications of IT, demonstrates more than two of the basic concepts of IT influence on a global society, compares two or more of the effects of technology upon cultures of different ethnic and racial groups in the US and other countries, effectively applies the tools for critical thinking and scientific reasoning, is able to evaluate more than two possible effects upon the social, cultural, economic, and ethical values of the US and world;  lists, cites, and uses more than two ideas developed in group discussions and written in the electronic journal.  The format for the artifact follows all directions and no grammar or spelling mistakes are made.  All aspects of the topic are clearly stated.


 
The artifact demonstrates the student's ability to use principles as they relate to core course topics.





Application is demonstrated by


The artifact that exhibits good understanding of the historical implications of IT, demonstrates at least two of the basic concepts of IT influence on a global society, compares at least two of the effects of technology upon cultures of different ethnic and racial groups in the US and other countries, applies the tools for critical thinking and scientific reasoning, is able to evaluate at least two possible effects upon the social, cultural, economic, and ethical values of the US and world; lists, cites, and uses at least two ideas developed in group discussions and written in the electronic journal.  The format for the artifact follows all directions and few grammar and spelling mistakes are made.  Most aspects of the topic are clearly stated


 
The artifact demonstrates the student's ability to use principles as they relate to core course topics.





Application is demonstrated by


The artifact that exhibits some understanding of the historical implications of IT, demonstrates at least one of the basic concepts of IT influence on a global society, compares at least one of the effects of technology upon cultures of different ethnic and racial groups in the US and other countries, applies some of the tools for critical thinking and scientific reasoning, is able to evaluate at least one possible effect upon the social, cultural, economic, and ethical values of the US and world, lists, cites, and uses at least one of the ideas developed in group discussions and written in the electronic journal.  The format for the artifact follows some of the directions, many grammar and spelling mistakes are made.  Exhibits limited knowledge of the topic.


 
No artifact was produced or the attempted artifact demonstrates the student's inability to use principles as they relate to core course topics.





Application is not demonstrated.  The artifact does not exhibit understanding of the historical implications of IT, does not demonstrate any of the basic concepts of IT influence on a global society, does not compare any of the effects of technology upon cultures of different ethnic and racial groups in the US and other countries, does not apply any of the tools for critical thinking and scientific reasoning.  The artifact does not evaluate any possible effects of IT upon the social, cultural, economic, and ethical values of the US and world; does not list cite, or use any the ideas developed in group discussions (did not participate in group discussions); did not maintain a written electronic journal.  No artifact was produced or artifact was poorly written with many grammatical errors and spelling mistakes.   Exhibits no knowledge of the topic. 
Whole Artifact                                                                                                                                                                                                                                             
Outcomes
8                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The artifact demonstrates the student's ability to write a term paper using a modified format similar to that found in scientific technical journals.  The paper will be at least 15 to 18 pages in length (double spaced) and demonstrates evidence of applying all the literacies* to the topic. The paper has 3 parts 1.Introduction, 2.Research, 3.Conclusion, Resources cited (Bibliography) and demonstrated Concept comprehension, use of more than two examples and references, all terms and definitions are used correctly, the conclusion is brief, clear and agrees with the preceding portions of the paper.  All directions were followed and there were no spelling mistakes or grammatical errors. The artifact demonstrates the student's ability to


write a term paper using a modified format similar to that found in scientific technical journals.  The paper will be at least 15 to 18 pages in length (double spaced) and demonstrates evidence of applying most of the literacies* to the topic. The paper has 3 parts 1.Introduction, 2.Research, 3.Conclusion, Resources cited (Bibliography) and demonstrated Concept comprehension, use of two examples and references, all terms and definitions are used correctly, the conclusion is brief, clear and agrees with the preceding portions of the paper.  All directions were followed and there were no spelling mistakes or grammatical errors


 
The artifact demonstrates the student's ability to


write a term paper using a modified format similar to that found in scientific technical journals.  The paper was less than 15 pages in length (double spaced) and applying fewer than two of the literacies* to the topic. The paper did not have 3 parts 1.Introduction, 2.Research, 3.Conclusion, Resources cited (Bibliography) did not apply to the topic, few definitions were used correctly, a conclusion of the topic may exist but lacks clarity and does not agree with the preceding portions of the paper.  Failure to follow directions.  Poor command of English.


 
An artifact was not produced or the artifact did not demonstrate the student's ability to


write a term paper using a modified format similar to that found in scientific technical journals.  The paper was less than 15 pages in length (double spaced) and did not demonstrate any evidence of applying the literacies* to the topic. The paper did not have 3 parts 1.Introduction, 2.Research, 3.Conclusion, Few or no resources were cited. definitions when used were incorrect. Directions were not followed and/or poor command of English.


 
Component                                                                                                                                                                                                                                                  
Outcomes
1, 2, 5, 7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           
The artifact demonstrates the student's ability to recognize more than two of the major historical implications of information technology, assess two or more basic concepts of a global society, incorporate more than one idea from the group exchange as noted in the paper and use an electronic journal for readings and reference sources. The artifact demonstrates the student's ability to recognize at least two of the major historical implications of information technology, assess at least two basic concepts of a global society, incorporate at least one idea from the group exchange as noted in the paper and use an electronic journal for readings and reference sources. The artifact demonstrates the student was able to recognize at least one of the major historical implications of information technology, or was able to assess at least one basic concept of a global society, and or able to incorporate at least one idea from the group exchange as noted in the paper and or did not use an electronic journal for readings and reference sources The artifact was not produced or it demonstrates the student was unable to recognize any of the major historical implications of information technology, was unable to assess any of the basic concepts of a global society, was unable to incorporate any ideas from the group exchange as noted in the paper and/or did not use an electronic journal for readings and reference sources. 
Relationship                                                                                                                                                                                                                                               
Outcomes
8                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The artifact demonstrates student's ability to articulate and communicate with evidence of applying all five literacies:  Analytical and Critical Thinking, Community and Civic Responsibility,


Scientific Inquiry, Ethics and Values, and Literacy and Artistic Expression.


 
The artifact demonstrates student's ability to articulate and communicate with evidence of applying at least three out of five literacies:  Analytical and Critical Thinking, Community and Civic Responsibility,


Scientific Inquiry, Ethics and Values, and Literacy and Artistic Expression


 
The artifact demonstrates student's ability to articulate and communicate with evidence of applying two of the literacies:  Analytical and Critical Thinking, Community and Civic Responsibility,


Scientific Inquiry, Ethics and Values, and Literacy and Artistic Expression


 
The artifact was not produced or it demonstrates student's inability to articulate and communicate.  There was no evidence of applying any of the literacies: Analytical and Critical Thinking, Community and Civic Responsibility,


Scientific Inquiry, Ethics and Values, and Literacy and Artistic Expression


 

Copyright:

This material is protected by copyright and can not be reused without author permission.

Last Updated:8/9/2009 5:54:30 PM