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EI 230 Integrated Skills I
Garza, Deborah D.


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

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

Course

EI 230 Integrated Skills I

Semester

FA 2010 HO

Faculty

Garza, Deborah

Title

Adjunct Faculty

Degrees/Certificates

BS Education French and English
MA French
MA Teaching English as a Second Language

Office Hours

By appointment

Daytime Phone

816 419-5860

Other Phone

816 880-0887

E-Mail

deborah.garza@park.edu

Semester Dates

August 16 - December 10, 2010

Class Days

--T-R--

Class Time

11:35 - 12:50 PM

Credit Hours

3


Textbook:

Academic Connections 2 by David Hill, published by Pearson Longman 2010.  ISBN-10:0-13-233844-0
   MUST HAVE LOG-IN CODE FOR MyAcademic Connections Lab.

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

Will be provided by instructor.

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/.


Course Description:
EI 230 Integrated Skills I: This course teaches students to integrate diverse English skills, including speaking, listening, reading and writing, into holistic language use. Students will build on language skills by increasing reading comprehension, writing fluency and speaking fluency. May be taken an independent study. 3:0:3

Educational Philosophy:
The role of the teacher is to create a lively, challenging forum, to provide interesting information and help students formulate and express their ideas with improved tools of communication.

Learning Outcomes:
  Core Learning Outcomes

  1. Create projects which demonstrate the dominant theme of each unit
  2. Choose and demonstrate the appropriate grammar and vocabulary for their topic
  3. Collect information and materials for projects from various types of sources
  4. Present and interpret themes employing different modes
  5. Identify and express cultural insights in their work
  6. Show through evaluation and revision that they have recognized grammatical, vocabulary, or organizational problems
  7. Demonstrate academic skills in presenting their assignment in proper form and on time


Core Assessment:

In this course your core assessment will consist of three projects, each of which is worth 20% of your grade. Each project will be centered around a theme; for each, there is a required oral presentation, body of written work, vocabulary workbook, and visual creation (please see course outline for details). Students will be given a checklist and complete list of expectations at the start of each unit.

Link to Class Rubric

Class Assessment:

Presentations      40%
Online exercises 25%
Quizzes/Tests     35%

Grading:

90-100%      A
80-89%        B
70-79%        C
60-69%        D
below 60%   F
 
Students will be given a printout of their grades 3 times during the semester.

Late Submission of Course Materials:

Presentations MUST be given on the assigned day unless an emergency has occurred.  If a student misses his/her presentation date, a 0 (zero) will be given for the assignment.
 
All other assigned work must be turned in on time.  For every day AFTER the assigned due date, 10% of the grade will be deducted unless the work is turned in late due to an excused absence.
 
Instructor reserves the right to waive the deduction in the event of an excused absence.

Classroom Rules of Conduct:

Please come to class with a positive attitude.  For courtesy's sake, please turn off your cell phone while in class.  It is expected that you will listen to the opinions and contributions of others with the same respect that you would like to receive yourself.
 
it is disrespectful to the other students to come late to class; please make every effort to be on time.
 
If you know that you will be absent, please notify the instructor by e-mail or by phone.  These will be excused absences.  If you are absent without notifying the instructor, these will be considered unexcused absences.  Four consecutive unexcused absences may result in your being dropped from the class. 

Course Topic/Dates/Assignments:
 

EI230 Integrated Skills

DATE

TOPIC

ASSIGNMENT

Aug 17

Introduction; movie

Prepare presentations for Aug 26

Aug 19

Movie

Aug 24

No class

 

Aug 26

Presentation: A Visit to My City

Aug 31

Unit 1 Biology: Experiments and the Common Cold

As assigned in My Academic Connections Lab

Sept 2

Unit 1, continued

Sept 7

Unit 1, continued

Sept 9

Unit 1, continued

Writing:  How can biologists find out whether vitamin C prevents colds?

Sept 14

Unit 2: Marketing: New Ways to Spread the Message

As assigned in My Academic Connections Lab

Sept 16

Unit 2, continued

Sept 21

Unit 2, continued

Presentation:  Create your own ad

Sept 23

Unit 2, continued

As assigned in My Academic Connections Lab

Sept 28

Unit 3: Astronomy: Collisions from Space

Sept 30

Unit 3, continued

Oct 5

Unit 3, continued

Writing:  Write about the usefulness of research into Near-Earth Objects

Oct 7

Unit 3, continued

As assigned in My Academic Connections Lab

Oct 12

Fall break – no class

Oct 14

Fall break – no class

 

Oct 19

Unit 4: Acting: Imagination

Oct 21

Unit 4, continued

Oct 26

Unit 4, continued

Presentation:  How does imagination help an actor?  Use a specific movie to illustrate your answer.

Oct 28

Unit 4, continued

As assigned in My Academic Connections lab

Nov 2

Unit 5: Psychology: Emotions

Nov 4

Unit 5, continued

Nov 9

Unit 5, continued

Writing:  Where do emotional responses come from?

Nov 11

Veteran’s Day – no class

 

Nov 16

Unit 5, continued

As assigned in My Academic Connections lab

Nov 18

Unit 6: Sociology:  the Effects of prosperity

Nov 23

Unit 6, continued

Nov 25

Thanksgiving – no class

 

Nov 30

Unit 6, continued

Debate:  Does prosperity bring happiness?

Dec 2

Unit 6, continued

Dec 9

FINAL 10:15 a.m. – 12:15 p.m.

 

 

This schedule is subject to change.

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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 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. from Park University 2010-2011 Undergraduate Catalog Page 92-93

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 2010-2011 Undergraduate Catalog Page 95-96

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
1. projects demonstrate the dominant theme of each unit 3. collect information and materials for projects from various types of sources 7. show through evaluation and revision that they have recognized grammatical, vocabulary, or organizational problems                                                                                                                                                                                                                                                        
•Unit compositions, project, and presentations are focused on approved theme;
•researched from at least 3 sources, including one non-Web source;
•well articulated, with minimum revision required  
 
•Unit compositions, project, and presentations are focused on a theme that may have to be narrowed;
•researched from at least 2 sources;
•fairly well articulated with some revision required
 
•Unit compositions, project, and presentations are not focused - theme needs work;
•only one source used;
•2 or more revisions required
 
•Unit compositions, project, and presentations show no clear focus or theme;
•research material downloaded straight from Web or another source;
•numerous revisions required
 
Analysis                                                                                                                                                                                                                                                   
Outcomes
2. choose and demonstrate the appropriate grammar and vocabulary for their topic 6. identify and express cultural insights in their work                                                                                                                                                                                                                                                                                                                                                                             
•Unit compositions, project, and presentations demonstrate grammatical and appropriate use of English;
•superior vocabulary;
•cultural insight
 
•Unit compositions, project, and presentations contain some grammatical errors and/or inappropriate use of English;
•mix of old and new vocabulary;
•some cultural insight
 
•Unit compositions, project, and presentations contain many errors and inappropriate usage;
•mainly old vocabulary used;
•little cultural insight in evidence
 
•Unit compositions, project, and presentations contain so many errors and inappropriate usages that they are difficult to comprehend;
•limited vocabulary used;
•no cultural insight in evidence
 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
7.  show through evaluation and revision that they have recognized grammatical, vocabulary, or organizational problems 8.  demonstrate academic skills in presenting their assignment in proper form and on time                                                                                                                                                                                                                                                                                                     
•Outlines, proposals, and checksheets are completed;
•work is revised as required
 
•Most outlines, proposals, and checksheets are completed;
•work may require more than one revision
 
•Some outlines, proposals, and checksheets missing;
•work may be incomplete, and require several revisions
 
•Few or no outlines, proposals, or checksheets;
•work submitted is incomplete, and requires multiple revisions
 
Terminology                                                                                                                                                                                                                                                
Outcomes
8.  demonstrate academic skills in presenting their assignment in proper form and on time                                                                                                                                                                                                                                                                                                                                                                                                                            
•New vocabulary is appropriately and consistently used, in proper context;
•Over 90% accuracy rate in all vocabulary exercises and quizzes
 
•New vocabulary is used, but not always appropriately and consistently;
•65-89% accuracy rate in all vocabulary exercises and quizzes
 
•Some new vocabulary is used, sometimes neither appropriately nor consistently;
•50-65% accuracy rate in all vocabulary exercises and quizzes
 
•No new vocabulary is used;
•0-49% accuracy rate in all vocabulary exercises and quizzes
 
Concepts                                                                                                                                                                                                                                                   
Outcomes
1. Projects demonstrate the dominant theme of each unit 3. collect information and materials for  projects from various types of sources                                                                                                                                                                                                                                                                                                                                                                             
•Student shows superior grasp of theme;
•expresses cultural insight;
•Exercises and work done in class are applied consistently in submitted materials
 
•Student shows satisfactory grasp of theme;
•expresses some cultural insight;
•Exercises and work done in class are not applied consistently in submitted materials
 
•Student shows little grasp of theme;
•Expresses little cultural insight;
•Exercises and work done in class are not in evidence in submitted materials
 
•Student shows no grasp of theme;
•Expresses no cultural insight
•Exercises and work done in class may be incomplete, and do not influence submitted materials at all
 
Application                                                                                                                                                                                                                                                
Outcomes
5. present and interpret themes employing different modes 2. choose and demonstrate the appropriate grammar and vocabulary for their topic  6. identify and express cultural insights in their work                                                                                                                                                                                                                                                                                                                  
•Project demonstrates student's multi-level grasp of theme;
•Explains a cultural insight;
•expressed grammatically, appropriately, and intelligibly
 
•Project demonstrates student's grasp of theme;
•Touches on a cultural insight
•not consistently expressed grammatically, appropriately, or intelligibly
 
•Project fails to demonstrate theme- may be unfocused or unclear;
•Little cultural insight in evidence
•Problems with grammaticality, appropriateness, and intelligibility of project
 
•Project is unfocused, unclear, and difficult to comprehend;
•No cultural insight in evidence
•Significant problems with grammaticality, appropriateness, and intelligibility
 
Whole Artifact                                                                                                                                                                                                                                             
Outcomes
2. choose and demonstrate the appropriate grammar and vocabulary for their topic  5. present and interpret themes employing different modes  8. demonstrate academic skills in presenting their assignment in proper form and on time                                                                                                                                                                                                                                                                                
•Achieves grammatical accuracy of 90-100% in all aspects of unit;
•Oral presentation rehearsed, given without notes;
•Unit materials submitted together in timely and neat fashion
 
•Achieves grammatical accuracy of 65-89% in all aspects of unit;
•Oral presentation rehearsed, but delivered with reference to notes;
•Unit materials submitted piecemeal; some may be late; materials simply bundled together
 
•Achieves grammatical accuracy of 50-64% in all aspects of unit;
•Oral presentation not rehearsed, read from notes;
•Unit materials submitted separately, late, and not in one binder
 
•0-49% grammatical accuracy in all aspects of unit;
•Oral presentation unrehearsed, not prepared;
•Unit materials submitted late or not at all
 
Component                                                                                                                                                                                                                                                  
Outcomes
8. demonstrate academic skills in presenting their assignment in proper form and on time                                                                                                                                                                                                                                                                                                                                                                                                                             
•Individual unit components are completed in timely and neat fashion;
•Components show relevance and cohesion
 
•Individual unit components are completed in more-or-less timely fashion, with less regard for neatness and appearance;
•Components show some evidence of relevance and cohesion
 
•Individual unit components completed late, and handed in with little regard to neatness and appearance;
•Components show little evidence of relevance and cohesion
 
•Individual unit components completed late or not at all, and handed in with no regard to neatness and appearance;
•Components show no evidence of relevance and cohesion
 

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Last Updated:8/13/2010 10:17:53 PM