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SO 315 Minority Group Relations
Felton, Nicole' L.


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

SO 315 Minority Group Relations

Semester

S2F 2010 QU

Faculty

Felton, Nicole' L.

Title

Senior Instructor/ Adjunct Fuculty

Degrees/Certificates

Ph.D. Candidate
M.S. Human Relations
B.S. Psychology

Office Location

Quantico Virginia

Office Hours

After class

Other Phone

540-538-6875

E-Mail

nicole.felton@park.edu

nlhcw@comcast.net

Semester Dates

22 March - 23 May 2010

Class Days

------S

Class Time

8:00 - 1:00 PM

Prerequisites

None

Credit Hours

3


Textbook:
Parillo, V. N. (2006).  Strangers to These Shores: Race and Ethnic Relations in the United States, 8th. ed. NY: Allyn & Bacon. (paper)
ISBN: 0-205-45763-0

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

Supplemental Resource Materials List: The below list is optional.

Christler, Golden & Rozzee, (1996). Lectures on the psychology of women. McGraw-Hill Publishers.

Brehm, S. (1992). Intimate relationships. 2 Ed.

 

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Course Description:
SO315 (HS315) Minority Group Relations (LL): An examination of the patterns and causes of prejudice and discrimination. Surveys the history and current status of groups in American society which have been subjected to discrimination based on race, ethnicity, sex or religion. 3:0:3

Educational Philosophy:
It is imperative that students come prepared to be interactive based on information being presented in class via lectures, reading, and any other assignments. As your instructor I will engage each learner in order to encourage them to explore ideas, issues and contradictions that may arise.

Learning Outcomes:
  Core Learning Outcomes

  1. Explain how majority (dominant) and minority (subordinate) groups are defined and how those definitions are commonly justified, internalized by members of both, and manipulated for relative advantage.
  2. Know the historical development, current importance, and likely future developments in socially significant minorities, such as those based on “race” and ethnicity, history and geography, culture and religion, gender or sex, privilege, birth, and so forth; and critically assess how those definitions are created and applied.
  3. Know the social history of American migration patterns and how they were shaped by power, status, and access to other resources; and compare and contrast this history with those of other areas and times.
  4. Examine the patterns and causes of prejudice and discrimination, and interpret the consequences for individuals and societies.
  5. Explain how social institutions, such as economic, political, educational, and cultural systems, are created or adapted to perpetuate disadvantage among minority group members.
  6. Evaluate the history and current status of groups in American society that have been subjected to systematic discrimination, including African Americans, Native Americans, and other specific ethnic and religious groups.
  7. Explore, apply, and evaluate common responses by minority groups to discrimination, including assimilation, accommodation, separatism, and radicalism.
  8. Analyze and evaluate current issues in minority group relations; and apply your theoretical and social historical knowledge to specific minority group struggles in the present day, and to extrapolate their likely trajectories.


Core Assessment:


SO315: MINORITY GROUP RELATIONS


Core Assessment (New for July, 2006)


 


GENERAL NOTES


The Core Assessment assignment for this class will be a major essay that integrates, analyzes, applies, and critiques several sociological concepts and research findings from this course individually, together, and with additional sources from your own literature review and archival study.


You must incorporate the findings from at least five outside sources of original academic research in this essay.  You may also include additional sources for examples or background information, but only reputable, peer-reviewed academic sources will count toward the reference requirements of your essays.  This means that magazines, newspapers, professional periodicals, or internet sources are only appropriate for examples and illustrations in this project — if you have any questions as to whether a specific source is acceptable for your essay, you should ask your instructor rather than guess.  Also, focus on articles or books presenting original research or theories, not on those reviewing others' works or editorializing about opposing approaches.  Reference works, textbooks, and literature reviews are all excellent places to begin your search, but you must find and read the original in order to develop your own reaction.  Ask your instructor for source approval if in doubt.


You should also consider incorporating relevant and reputable statistical and other social scientific data collected by researchers, governments, and other agencies and organizations.  A wealth of such archived data is publicly accessible through the Internet, and their use can help you better understand your issue and develop a stronger analysis and critique. Again, if in doubt, ask your instructor for approval of your data source.


If you do not properly cite those external sources that contributed to your work, then you are guilty of plagiarism.  This will not be tolerated and may result in immediate and serious academic penalties.  If you have any questions as to when and how to use citations and references in you essays, please contact your instructor.  Your final essay will also be formatted according to the relevant portions of the American Psychological Association Style Guide.  The main text of your essay will consist of no more than 3,500 words (or about fifteen pages).  While it possible to construct a successful essay in fewer words, this assignment is comprehensive and detailed enough that most students will find it a challenge to successfully address all of its points in the allotted space.  Begin work on your essay early and leave plenty of time for revision to assure the best possible grade.


 


SO315 CORE ASSESSMENT


            Select one identity group that is now or has historically been a minority or subordinated group in the United States.  Your group may be a “minority” based on race, ethnicity, national origin, religion, culture, socioeconomic status, gender, sexual identity or preference, or some other characteristic or combination of characteristics (but you must receive your instructor's permission before beginning your project).


Briefly summarize the history of that group in this country, and the dominant group's response to their presence.  Compare and contrast that group's characteristics and sense of identity with those ascribed to them by the mainstream.  Describe the group's primary strategy or strategies for carving their niche in American society (i.e., assimilation, accommodation, separatism, or radicalism), and the dominant group's responses to those strategies.  Discuss the degree to which the minority group has (and had) a cohesive identity.  Analyze how and why the subordinated and dominant groups adopted these particular strategies.  What inaccurate stereotypes does the dominant group tend to have about the minority, and vice versa?  Use the conceptual and theoretical tools of the course and your outside sources to clarify and enrich your analysis.


Discuss and evaluate the personal and group consequences of this minority status for both the subordinated and dominant groups.  Discuss specific types of prejudice and discrimination directed toward the minority group.  Examine and evaluate the minority group's strategy for advancing within the larger society's opportunity structure.  Evaluate the relative success of these strategies, compare and contrast them with other appropriate groups, and argue whether another approach might be more successful, especially given the possible differences in culture, ethics, and goals between the minority and majority groups.  Justify and support your conclusions.  Explain how specific social scientific theories and research helps you to draw these conclusions.  Why?


Now that you have a clearer and more defensible understanding of the evidence and the mechanisms at work, discuss the prospects for this group over the next two decades.  Defend and justify your conclusions.  What shared strategies and individual decisions would help guide this group in the most generally useful and beneficial direction?  Defend and justify your conclusions.


 


Link to Class Rubric

Class Assessment:


1. Journal Entries will be made on a weekly basis and turned in during week 4 and week 7. Students will write about any additional information, feed-back on the subject or a night's summary. (1-2 pages). Writing should indicate scholarly work and critical thinking.
2. Articles brought in will refer to the discussion of the previous week or the current week. Articles that do not cover a topic of discussion but are relevant and interesting to the class are welcome at the instructors discretion. 
 
3.  Students will participate in a group project both in and out of class with their selected group membes. All group members will received the same grade for the presentation. 

4. Midterm exam will be multiple choice, matching, and essay.
 
5. All class members will participate in a weekly in class debate on the current weeks subject matter.  

6. Final exam will be multiple choice, matching, and essay.

7. Final paper: (CITATIONS / APA FORMAT) Please include primary references in citations used in postings or assignments and remember that secondary references should be kept to a minimum. All assignments should also be free of grammatical and spelling errors. The final paper will be a minimum of 12 pages and 5 references not to include cover sheet and reference page. Further information on final paper will be given during class.

Grading:

GRADING PLAN: Course grades will be based on participation and completion of assignments listed below. For a passing grade students must obtain 70% or higher.

Participation: Each student must bring in a minimum of 2 and maximum of 5 articles from the newspaper, stories from news, television, or documentary for expansion on the week's subject matter or another subject that may be of interest to the course. 5 points

Weekly Journal Entries: 20 points (No journals due for weeks 4, 8 & 9)

Midterm Exam: 15 points
Group Presentation: 15 points

Final Exam: 20 points

Final Paper:
25 points

Total points possible: 100 points

Your grade for this course will be determined in the following manner:

A grade of "A" (superior 93-100 points) will be reserved for work, which is of an exceptional nature compared to other under-graduate students. A superior rating indicates the student has completed and exceeded all requirements, met all requirements for participation, and submitted exceptional assignments as well as the final research project. A superior grade also assumes the student's work possesses exceptional critical thinking and analysis of the material assigned.

A grade of "B" (above average 85-92 points) will be assigned to students who have produced above average work and adhered to all requirements as noted above.

A grade of "C" (average marginal 77-84 points) will be assigned to students who meet the majority of requirements, but do not adhere to all requirements. The grade of "C" indicates the lack of overall quality of work. This grade will be designated to students who appear to have a below average critical thinking and comparative analysis of the material.

A grade of ?D? ( marginal 69-76 points) will be assigned to students whose work display below minimal requirement for the course.

A grade of "F" (unsatisfactory 0-68) will be assigned to students who produce unsatisfactory work, critical thinking, and analysis. Two or more unexcused absences will result in the grade of F.


Making up missed final examination:

It is the student's responsibility to contact the instructor before the scheduled exam or by the end of the first working day of the missed exam to request permission to take a make up exam. In the process of determining whether a make-up exam should be allowed, the burden of proof is on the student. The instructor has the right to request verification of any excuse offered by the student.

The student who is denied permission to make-up an exam may appeal immediately to the Academic Director or Resident Center Administrator. The appeal must be made by the end of the first working day after the day of the denial. The appeal will be forwarded immediately to the Assistance Vice President for Extended Learning whose decision will be final.


Syllabi may be subject to minor periodic changes.

Late Submission of Course Materials:

The instructor will not accept late assignments. Assignments not submitted on the due date will receive a grade of zero.
If you have extenuating circumstances these will be addressed individually.

The Course Requirements:
1. Complete all course assignments prior to class meetings.
2. Students should be prepared for frequent writing assignments as well as a comprehensive group project.
3. All writing assignments will be completed using the APA format and on standard sized white bond paper.
4. Group projects will be presented to the class during the last two class sessions, as needed based on class size.
5. Group projects and final papers will be approved by the professor prior to beginning.
6.  Will participate in weekly journals.
7.  Will participate in a group project promoting positive social change.
8. There will be two examinations a midterm and a final exam.

Classroom Rules of Conduct:

Computers make writing and revising much easier and more productive. Students must recognize though that technology can also cause problems. Printers run out of ink and hard drive crash. Students must be responsible for planning ahead and meeting deadlines in spite of technology. Be sure to save copies of your work to disk, hard drive, and print out paper copies for backup purposes.

Because of the nature of the course the information discussed can be
sensitive to some. Please ensure you are being respectful at all times in your comments and provide constructive criticism and honest feedback.

Course Topic/Dates/Assignments:

Course Topic/Dates/Assignments:

Week One - 
Introductions, review of syllabus and class requirements.  Assignment of group topics/social actions.  List of final exam topics. Discussion of Chapters One and Two in text.  In class exercise.  Complete Journal Entry for homework. 
 
Week Two -Discussion of Chapters Three and Four in text.  Debates.  In class exercises covering prejudice, segregation, discrimination.  Work together in group for social actions group project. Complete Journal Entry for homework.  
 
Week Three - Discussion of Chapters Five and Six.  Debates.   In class exercises on religious conflict in early settlement and correlation with religious conflict today.  In class exercise on stereotyping. Work together in group for social actions group project. Complete Journal Entry for homework. 
 
Week Four - Discussion of Chapters Seven and Eight.  In class exercise. Turn in journal. Midterm Exam. 
 
Week Five - Discussion of Chapters Nine and Ten.  Debates.  In class exercises on race vs. class.  Review of final questions for Core Assessment.Work together in group for social actions group project. Complete Journal Entry for homework.  
 
Week Six - Discussion of Chapters Eleven and Twelve. Debates.  Core Assessment due today.  In class discussion of insight gained in completion of the core assessment.  Class sharing on this topic.Work together in group for social action group project. Complete Journal Entry for homework.  
 
Week Seven - Discussion of Chapters Thirteen and Fourteen.  Debates.  In class exercises creating increased insight into the institutionalized discrimination inherent in our society as it pertains to various groups.  Short review of the semester in preparation of final exam. Turn in journal.   Presentation of social actions group project.
 
Week Eight - Discussion of final chapter.  Review of semester.  Individual exercises to review growth from the class.  Presentation of social actions group project.

Week 9: Final Exam. Presentations of social actions group projects not already completed. 
 

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 2009-2010 Undergraduate Catalog Page 92

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2009-2010 Undergraduate Catalog Page 92

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2009-2010 Undergraduate Catalog Page 95

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Evaluation                                                                                                                                                                                                                                                 
Outcomes
2, 6, 7, 8                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           
•  Critically, creatively and thoroughly evaluates at least 7 well-selected course materials, and develops more than 1 application or conclusion for each, as used in the assignment.  Identifies and successfully defends at least 2 strengths and weaknesses for each.  All critical evaluation is justified and supported through well-crafted reason and evidence.  Goes beyond assignment expectations in the quantity and quality of critical evaluation.
•  Justifies all arguments through the integrated application of comprehensive and detailed critical reasoning and scientific evidence.  Displays significant creativity and initiative.
•  Reflexively and creatively evaluates at least 3 strengths and 3 weakness of their own and at least 3 others' assumptions, arguments, analyses, conclusions, and applications.
 
•  Critically evaluates appropriate selected course materials, and at least 5 outside academic sources appropriate to the assignment and an upper division course.  Identifies both the strengths and weaknesses of each major concept or position, and justifies their evaluation through reason and evidence.
•  Justifies most arguments (all but 1 or 2) through the integrated application of appropriate and sufficiently detailed critical reasoning and scientific evidence.
•  Reflexively identifies at least 2 strengths and 2 weaknesses of their own and at least 2 others' assumptions, arguments, analyses, conclusions, and applications.
 
•  Demonstrates little critical evaluation (no more than 3 or 4 attempts), or such evaluation presented is inappropriate to the assignment or topic.  Fails to offer a balanced evaluation of some concepts or positions.  Fails to consistently explain and justify their reasons or evidence for all points.
•  Justifies no more than 3 or 4 of their arguments in an appropriate manner.  Fails to integrate appropriate and sufficiently detailed critical reasoning or scientific evidence for each major point.
•  Fails to demonstrate critical reflexivity, or presents biased arguments against those positions with which they disagree or for those arguments or evidence that supports their pre-existing biases.
•  May even demonstrate critical thinking skills, but they are used in the “weak sense” and work only to support their foregone (biased) conclusions.
 
•  Demonstrates no critical evaluation — or makes 3 or more major, or many minor, critical errors.  Modes of evaluation are inappropriate to the assignment and level of an upper division course.  Arguments are unbalanced and demonstrably biased.
•  Fails to offer any appropriate justification for arguments.  Uses little critical reasoning or scientific evidence, none at all, or such reasons and evidence is wholly inappropriate.
•  Is not appreciably critical or reflexive, and may evidence merely seeking to confirm their pre-existing opinions without subjecting them to critical testing.
 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
4, 7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
•  Displays particular judgment in selecting and integrating more than 5 outside academic sources (in excess of assignment requirements).
•  Integrates, compares and contrasts differing sources and perspectives without error and in creative and especially effective ways.
•  Incorporates sources from popular or mainstream media or personal experience (in addition to those above) as particularly apt illustrations of course content and other outside academic resources.
•  Draws several accurate, justified, and creative connections among multiple concepts and sources consistently at or above the level of an upper division course.
 
•  Correctly integrates a at least 5 outside academic sources appropriate to the assignment and to an upper division course.
•  Integrates, compares and contrasts differing sources and perspectives with no major errors and more than a few minor errors.
•  May also incorporate sources from popular or mainstream media (in addition to those above), but correctly distinguishes between scientific and non-scientific outside sources, as appropriate, and uses the latter only for illustration and not justification.
•  Draws at least 5 accurate and justified connections among multiple concepts and sources.
 
•  Attempts to integrate at least 4 outside academic sources, but does so with 1 major error or with several minor errors.  Or incorporates outside sources with little or no attempt at their integration or synthesis.  Or with attempts at synthesis not consistently meeting the level of an upper division course.
•  Insufficient integration, comparison or contrast of differing sources and perspectives with 1 major, or several minor, errors.  Or includes only sources on one side of an issue where there is legitimate and obvious disciplinary disagreement.
•  Evidences little, if any, discernment between academic and popular sources.
•  Draws fewer that 5 connections among concepts and sources.  May contain 1 serious error or several minor errors.
 
•  Little, if any, attempt to integrate outside academic sources (no more than 4 sources).  Contains more than 1 major error or many minor errors.  No significant attempt at synthesis appropriate to an upper division course.
•  No significant comparison or contrast among sources and perspectives.  May demonstrate 2 or more major errors or many minor ones.
•  Evidences no discernment between academic and popular sources.
•  Draws fewer than 5 connections among concepts and sources, and those attempts contain 2 or more major errors, or many minor ones.
 
Analysis                                                                                                                                                                                                                                                   
Outcomes
1, 4, 5, 8                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           
•  Demonstrates exceptional command of a full range of concepts and theoretical perspectives presented in the course, with more than 5 well-developed examples.  Introduces at least 2 additional relevant findings or theoretical and conceptual distinctions.
•  Exceptional analysis of a wide range of appropriate course materials (more than 5) and outside sources (more than 2) beyond the assignment guidelines and without error.
• Presents creative and sophisticated reason, logical justification, and exceptionally high evidentiary standards consistently at or beyond the level of an upper division course.
 
•  Demonstrates sufficient command of appropriate concepts and theoretical perspectives presented in the course, and successfully uses at least 5 course concepts.
•  Successfully analyzes at least 5 appropriately selected course materials, and least 2 outside sources, without major error.
•  Identifies and exemplifies forms of reason, justification and evidentiary standards appropriate to the level of an upper division course.
 
•  Demonstrates insufficient command of appropriate concepts and theoretical perspectives at the level of an upper division course, insufficiently or unsuccessfully use the chosen analytic tools, or chooses inappropriate analytic tools.
•  Analysis of appropriate selected course materials contains 1 major error or several minor ones.  May not attempt significant (or any) analysis of outside materials or examples.
•  Uses some inappropriate reason, evidence or justification.
 
•  Fails to demonstrate any sufficient command of appropriate concepts and theoretical perspectives.  Fails to sufficiently or successfully use their chosen analytic tools.  Chooses some inappropriate analytic tools.
•  Analysis of inappropriate course materials or contains at least 2 major errors or many minor ones.  No attempt at analysis of outside materials or examples.
•  Uses inappropriate, insufficient, or unjustified reason or evidence.
 
Application                                                                                                                                                                                                                                                
Outcomes
2, 3, 6, 7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           
•  Demonstrates and justifies exceptional command of factual course materials (more than 4 instances).  Creatively and effectively employs more than 2 salient outside examples.
•  Creatively and consistently applies course materials to 3 or more relevant personal, social, and historical examples without error.
•  Creatively, effectively, and illustrates and supports all points through well-chosen and integrated relevant examples, details, and supporting information consistently at or above the level of an upper division course.
 
•  Demonstrates and justifies sufficient command of factual materials presented in the course (at least 4 instances), and at least 2 outside sources.
•  Applied course materials to at least 3 appropriate personal, social, or historical examples without major error.
•  Provides adequate illustration and support of all points through salient and relevant examples, details, and supporting information at the level of an upper division course.
 
•  Demonstrates insufficient command of factual course materials (fewer than 4 instances).  Fails to meaningfully incorporate outside examples.  Does not consistently or adequately justify their inclusion.
•  Inappropriate or insufficient (fewer than 3) personal, social, or historical examples.  Any applications, such as there are, may contain 1 major error or several minor errors.
•  Provides inadequate illustration and support of a few key points (no more than 4) or several minor ones.  Examples, details, and supporting information is often tangential or its connection is incompletely explained and justified.
 
•  Fails to demonstrate meaningful command of factual course materials.  Rarely justifies their inclusion or makes serious and consistent omissions (more than 2).
•  Lacks meaningful, relevant, or significant personal, social, or historical examples, or those provided are completely inappropriate to the assignment.  May contain more than 2 major errors or many minor errors in application.
•  Provides little, if any, support for even key points.  Examples, details, and supporting information is lacking, irrelevant, or unexplained.
 
Content of Communication                                                                                                                                                                                                                                   
Outcomes
4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
•  Goes beyond the strictures of the assignment through the use of exceptionally precise, accurate and expressive language chosen for a well-defined audience.  May even successfully integrate the needs of multiple audiences.
•  Is exceptionally well organized, unified, focused, flowing, or has a particularly well-suited opening and closing.  Nuanced and precise control of language.
•  Presents a balanced and thoughtful treatment of controversial research or policy issues, even as it clearly communicates an advocated position.
•  Utilizes technical terminology from the course and outside reseaarch in an advanced, nuanced, and precise manner consistently at or exceeding the level of an upper division course.
 
•  Responds fully and completely to the assignment using appropriate, direct language and expresses its purpose clearly and persuasively for the needs of a defined audience.
•  Well-organized, unified, focused, flowing, and opens and closes effectively.
•  Presents one side of controversial research or policy issues well and completely, and makes a serious (though perhaps not completely successful) effort to communicate alternatives.
•  Correctly utilizes technical language from the course and outside research in a manner appropriate to the assignment and level of the course.
 
•  Fails to respond fully or completely to the assignment.  Language is sometimes inappropriate, flaccid, or confusing and does not express its purpose clearly and persuasively.  Audience is undefined or inconsistent.
•  Lacks some organization or unified argument.  May be slightly unfocused.  Has significant problem with flow or effective opening and closing passages.
•  Evidences bias or makes little effort to communicate serious alternatives.
•  Has 1 or more major, or, more than a few minor, terminological errors.
 
•  Falls significantly short of the assignment strictures.  Language is often inappropriate, flaccid, and confusing, and does not express a clear or persuasive purpose.  No clear sense of audience.
•  Is disorganized, disjointed, unfocused, or stilted.  Unsuccessful or lacking in its opening and closing.
•  Evidences significant bias.  Makes no effort to communicate serious alternatives or digresses into mere opinion or ideology.
• Has 2 or more major, or many minor, terminological errors.
 
Technical Skill in Communicating                                                                                                                                                                                                                           
Outcomes
1, 2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
•  Has no errors in spelling, grammar, punctuation, vocabulary, structure and format.
• Evidences literacy, numeracy, rhetorical, and information processing skills at or beyond the level of an upper division course.
•  Completely and correctly acknowledges and documents (through in text citations and an accompanying references section) all directly and indirectly used sources.
•  No errors in the application of relevant portions of APA format.
 
•  Has no more than 1 major error, and no more than a few minor errors, in spelling, grammar, punctuation, vocabulary, structure and format.
•  Evidences basic literacy, numeracy, rhetorical, and information processing skills appropriate to the level of an upper division course.
•  Consistently, but not completely acknowledges and documents (through in text citations and an accompanying references section) all directly used sources.  May evidence no more than 3 minor problems with indirect attribution or a few small errors in reference format.
•  1 or a few minor errors in the application of relevant portions of APA format.
 
• Has 2 or more major, or more than a few minor, errors in spelling, grammar, punctuation, vocabulary, structure and format.
•  Incompletely or inconsistently displays literacy, numeracy, rhetorical, and information processing skills at the level of an upper division course.  May include up to 2 major errors or a few minor ones.
•  Incompletely or inconsistently acknowledges and documents (through in text citations and an accompanying references section) all directly used sources.  May evidence 1 major problem, or a few minor problems, with indirect attribution or several errors in reference format.
•  1 major error, or a few minor errors, in the application of relevant portions of APA format.
 
• Has 3 or more major, or many minor, errors in spelling, grammar, punctuation, vocabulary, structure and format.
• Has 2 or more major errors, or many minor errors, in literacy, numeracy, rhetorical, or information processing skills, or fails to demonstrate most of these at the level of an upper division course.
• Has 2 or more major errors, or many minor errors, in acknowledging and documenting citations and references.  May evidence 2 or more major problems with indirect attribution or may misattribute sources.  Reference and citation format is inconsistent or incorrect.
•  More than 2 major error, or several minor errors, in the application of relevant portions of APA format.
 
INTERDISCIPLINARY                                                                                                                                                                                                                                          
Outcomes
2, 3, 4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Demonstrates ability to analyze and evaluate the social history of American inter-group relations with no significant or noticeable errors. Demonstrates ability to analyze and evaluate the social history of American inter-group relations with only a few minor and no major errors. Does not demonstrate a successful or consistent ability to analyze and evaluate the social history of American inter-group relations. Contains 1 or 2 major errors or several minor ones. Fails to demonstrate an appreciable ability to analyze and evaluate the social history of American inter-group relations. Contains more than 2 major errors and omissions, or many minor errors and omissions. 
CONTEMPORARY                                                                                                                                                                                                                                               
Outcomes
8                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Demonstrates ability to analyze and evaluate current issues in minority group relations with no significant or noticeable errors. Demonstrates ability to analyze and evaluate current issues in minority group relations with only a few minor and no major errors. Does not demonstrate a successful or consistent ability to analyze and evaluate current issues in minority group relations. Contains 1 or 2 major errors or several minor ones. Fails to demonstrate an appreciable ability to analyze and evaluate current issues in minority group relations. Contains more than 2 major errors and omissions, or many minor errors and omissions. 

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Last Updated:2/11/2010 4:22:55 PM