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CJ 251 Terrorism/Domestic Preparedness
Battle, Tony


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

Course

CJ 251 Terrorism/Domestic Preparedness

Semester

U1T 2012 DL

Faculty

Battle, Tony

Title

Adjunct Faculty

Degrees/Certificates

Master of Science: Criminal Justice Administration

Office Location

Online

Office Hours

24 hour response time

Daytime Phone

(520) 249-5042

E-Mail

tony.battle@park.edu

Semester Dates

06/04/2012 - 07/29/2012

Class Days

TBA

Class Time

TBA

Credit Hours

3


Textbook:

 

Introduction to Homeland Security: Understanding Terrorism with an Emergency Management Perspective
1st Edition
David A. McEntire
Wiley. 2008
ISBN: 978-0-470-12752-0
335 pages
 

Supporting Material

The Student Companion Site for the Introduction to Homeland Security: Understanding Terrorism With an Emergency Management Perspective (McEntire) text:
 
http://bcs.wiley.com/he-bcs/Books?action=index&bcsId=4293&itemId=047012752X

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
 

The following supplemental readings are REQUIRED for this course:

Reading: 9/11 Commission Report, Section 1, ‘We Have Some Planes’, (pp. 1-46) – NOTE: Web Link to reading is in the Week 1 Lecture in the online course.

Article: “The Clash of Civilizations” by Samuel Huntington, Foreign Affairs; Summer 93, Vol. 72 Issue 3, p22-49, 28p. NOTE: This article is posted in the DOC SHARING section of the online course.

Article: “Peace in the Twenty-First Century?” by Bruce Russett, Current History, January 2010, Vol 109, Issue 723, page 11 (6 pages). NOTE: This article is posted in the DOC SHARING section of the online course.
 
Article (Steve Rendall): More Terror, Less Violence. Extra!, May 2011, Vol. 24, Issue 5, pp. 13-14. NOTE: This article is posted in the DOC SHARING section.
 

Article (William Schuber and Ronald E. Calissi): National Security and Liberty: A Delicate Balance. Journal of Counterterrorism & Homeland Security International, Winter 2009, Vol. 15, Issue 4, pp. 22-27. NOTE: This article is posted in the DOC SHARING section.

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.
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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:
CJ251 Terrorism and Domestic Preparedness: An introductory study of the criminal justice systems response to threats of terrorism. The course explores terrorism and its impact on the development and maintenance of organizational responses to homeland security requirements. It considers the need for coordination and cooperation among diverse agencies required for planning and implementing domestic preparedness strategies. It examines the public policy environment within the context of organizing criminal justice agency responses to terrorist threats. 3:0:3

Educational Philosophy:
My educational philosophy is one of interactiveness based on lectures, readings, quizzes, dialogues, examinations, internet, videos, web sites and writings. I will engage each learner in what is referred to as disputatious learning to encourage the lively exploration of ideas, issues and contradictions.

Learning Outcomes:
  Core Learning Outcomes

  1. Apply the definitions, ideas, and concepts of terrorism and homeland security to discussions about criminal justice organizational responses.
  2. Differentiate the structural features of terrorism, homeland security, and domestic preparedness.
  3. Identify current issues, trends, programs, and strategies in criminal justice agency responses to threats of terrorism.
  4. Explain the historical, cultural, political, and socioeconomic factors associated with terrorism.
  5. Compare and contrast government policy responses to terrorism and homeland security.
  6. Analyze issues bearing on the expanding role of local criminal justice organizations in responding to the national and international threat of terrorism.
  7. Evaluate organizational approaches in responding to homeland security requirements and mandates.


Core Assessment:

Students will write a consolidated, thematic Essay discussing four (4) primary issues:

ISSUE #1: The impact that international terrorism has had on United States homeland security policies.

ISSUE #2: The appropriate roles of local communities and law enforcement agencies in a national strategy for protecting the homeland.

ISSUE #3: How organizational bureaucracy inhibits cooperation across federal, state, and local jurisdictions.

ISSUE #4: What can be done to improve interagency cooperation.  

The assignment will be completed in two drafts. The first draft, due by Sunday of Week 4 will address Issues #1 and 2.  The second part, due by Sunday of Week 7 will address Issues #1, 2, 3, and 4, and include recommended revisions (if any) from the instructor.

The final draft must provide complete and equitable treatment of all issues and questions.  External research should be integrated to provide a consolidated examination of the fundamental ideas being expressed. All submissions must include the following technical components: 

  • A cover or title page.
  • Minimum length: The first draft will contain a body of text, with a minimum of 1,000 typed words (about 4 pages double-spaced, 12 point font), excluding cover, abstract, table of contents, appendices, and reference pages. The final draft will contain a body of text, with a minimum of 2,000 typed words (about 8 pages double-spaced, 12 point font), excluding cover, abstract, table of contents, appendices, and reference pages.
  • A reference page containing a minimum of 5 course-external resources (i.e., excluding the course textbook and content from the course) used and cited in the essay.

Written in APA or other acceptable formal research writing style (e.g., MLA, Chicago, etc.).

Link to Class Rubric

Class Assessment:

 

Assignment

Points

Total
Points

Total %

Weekly Discussions (8)
--First responses to the discussions must be posted by midnight Wednesday EACH Week. At least three meaningful responses to other students must be posted to your classmates’ postings by midnight Friday.




35






280






28

Weekly Quizzes (7)
--Completed by Midnight, Sunday, Weeks 1-7.


35


245


24.5

Core Assessment Assignment
--First Draft due by Midnight, Sunday, Week 4 (100 points) 
--Final Draft due by Midnight, Sunday, Week 7 (125 points.



225





225





22.5

Final Exam (Proctored)
--Completed by Midnight, Friday, Week 8.


250


250


25

Total



1,000



100%


Details on Course Learning Assessments

Weekly Discussions (8)

GENERAL INSTRUCTIONS FOR WEEKLY DISCUSSIONS: First, you must respond specifically to EACH of the weekly discussion question(s), using your textbook, class lecture, and supplementary/outside readings for support.  Second, you must respond to the responses of your classmates. Remember, the online threaded discussions are public messages and all writings in this area will be viewable by the entire class.

Be sure to respond to EACH of the discussion questions for the week (some weeks, there may be 1, 2, or 3 questions presented).  Your first response should consist of a MINIMUM of 150 words for EACH question, and be posted by midnight Wednesday of each week. Then, go back and review your classmates’ responses and post at least three (3) meaningful responses (i.e. a minimum of 300 total words) by midnight Friday. A “meaningful response” is a substantive response that goes beyond simply agreeing or disagreeing. Meaningful responses provoke further analysis, evaluation, and critique of the ideas and concepts being discussed.

Please note also that the number of postings and word lengths above are MINIMUM requirements.  Minimum means you are providing a response that meets, but may not necessarily exceed, expectations. Be sure to review the Weekly Discussion Grading Rubric below for more details on performance expectations in weekly discussions.

Your weekly discussion postings will be assessed using the following rubric:

Weekly Discussion Grading Rubric (also used as the Proctored Final Exam Grading Rubric)

Grading Criteria

Exceeds expectation

Meets expectation

Does not meet expectation

No evidence

Content: 50%

Content is comprehensive, accurate, and persuasive; definitions are clearly stated.

Content is not comprehensive and/or persuasive.

Content is incomplete or omits some requirements stated in the assignment’s criteria.

Did not complete assignment

Major points are stated clearly and are well supported with sourcing.

Major points are addressed, but are not well supported by sourcing.

Major points are not clear, not persuasive, and not sourced.


Research, if necessary, is adequate, timely, relevant, and addresses all of the issues stated in the assignment’s criteria.

Research, if necessary, is inadequate in either relevance, quality of outside sources, and/or timeliness.

No outside sources were used to support major points.


Readability 50%

Organization and structure of the response is clear and easy to follow.

Organization and structure is not easy to follow.

Organization and structure detracts from the writer’s message.

No structure or organization.

Response exceeds the minimum length as described in the assignment’s criteria.

Response is at the minimum length as described in the assignment’s criteria.

Response is below the minimum length as described in the assignment’s criteria.


Paragraph transitions are present and logical, and maintain the flow of thought throughout the paper.

Paragraph transitions are fragmentary and ideas are presented without logical connection.

Paragraph transitions are not obvious.


Conclusion is logical, flows from the body of the response, and does not include new information.

Conclusion is provided but does not flow from the body of the response.

Conclusion is missing.


Citations and reference formatting meet standards for the discipline.

Paper provides citations and references for sources, but they are incorrectly formatted; reference list is provided but has some errors or omissions.

Citations and references are not provided.



Rules of grammar usage and punctuation are followed; spelling and word choices are correct.

Paper contains few grammar, punctuation, spelling, and word choice errors.

Paper contains numerous grammar, punctuation, spelling, and word choice errors.


Language is clear and precise; sentences display consistently strong, varied structure.

Language lacks clarity or includes the use of some jargon or conversational tone.

Language uses jargon or conversational tone.



Quizzes (7)

There will be 7 quizzes covering material in Weeks 1 through 7. The quizzes, which are timed and can only be taken once, must be completed no later than midnight, Sunday of each of the appropriate weeks. Quiz questions may be objective or subjective in format.

Core Assessment Assignment

Refer to separate Syllabus sections above and below re Core Assessment and Core Assessment Rubric

Final Exam (Proctored)


The Final Exam will be comprehensive, covering the required textbook, the class lectures, and any supplementary material provided for students during the term.  It is to be completed by Midnight, Friday, Week 8.

The exam will consist of TEN (10) subjective-type questions (250 points @ 25 points/question).

You will have TWO (2) hours to complete the exam.

You will not be able to refer to the course website, course textbook, or any other external materials. 

You will be required to write at least one full paragraph for each question.  A paragraph is defined as containing a minimum of 125 words containing complete sentences (e.g., no outlines, bullets, half-sentences, sentence fragments, etc.).  Spelling, grammar, proper sentence structure, and accurate word usage count.  Responses will be assessed using the Weekly Discussion Grading Rubric used during the course.

Your grade will be based on whether you answer all parts of the question, incorporating references from your course readings and study.  Complete answers will respond to any and all sub-questions contained in the broader question, will refer to the course readings and class material, and provide critical analyses of the issues addressed.   The exam will be assessed using the Weekly Discussion Grading Rubric specified above.

Grading:
 

Grading:


Letter Grade Policy


Letter

Number of Points

Percent

A

900 – 1,000

90-100

B

800 - 899

80-89.9

C

700 - 799

70-79.9

D

600 - 699

60-69.9

F

599 or below

Below 59.9

Late Submission of Course Materials:

ALL COURSE ASSIGNMENTS, EXAMS, QUIZZES, DISCUSSIONS, ETC. ARE DUE AS PUBLISHED ON THE COURSE WEBSITE, THE COURSE SCHEDULE, AND COURSE SYLLABUS:
 
MAKEUP POLICY – FINAL PROCTORED EXAMINATIONS ONLY:

Students who fail to complete a scheduled final proctored examinations will receive a grade of 0 (F) for the assessment item, and will fail the course. Students experiencing some type of EMERGENCY (e.g., personal illness, car accident, family issue, etc.), which will impact their ability to complete a scheduled final proctored examination must personally contact the instructor as soon as possible BEFORE the scheduled examination, or as soon as practicable.  Makeups for final examinations MAY be offered on a case-by-case basis, subject to written documentation from the student substantiating the EMERGENCY (e.g., medical note, police report, etc.) and notice from the student. THE INSTRUCTOR HAS NO OBLIGATION TO OFFER A MAKEUP EXAM! 

Classroom Rules of Conduct:
Online Netiquette Information

Working online brings with it the new world of "online etiquette" - usually referred to as "netiquette." To find out issue involving your online writing and posting please go to the http://www.albion.com/netiquette/corerules.html  The Core Rules of Netiquette.

Course Topic/Dates/Assignments:
   

WEEK 1: (06/04/12 - 06/10/12): A New Era for Criminal Justice Administration: 9/11, Terrorism, Homeland Security, and Emergency Management

Readings:

Textbook (McEntire), Chapters 1 and 2

9/11 Commission Report, Section 1, ‘We Have Some Planes’, (pp. 1-46) – Web Link in Week 1 Lecture)

Learning Activities:

Lecture, Textbook Slides, Related Webliography and Lecture Website Entries 

Due by Wednesday:

First Responses to EACH Discussion Question (150 words for EACH question)

Due by Friday:

Follow up with meaningful responses to classmates (Respond to a minimum of THREE classmates with at least 100 words for each response - 300 word minimum total); Take the Quiz (Due Sunday)

Assignment/Grade Distribution:

Weekly Discussion 2 Questions (35 points), Quiz (35 points)  

Week 2: (06/11/12 - 06/17/12): Understanding Terrorism and Terrorist Behavior for Domestic Homeland Security Preparedness

Readings:

Textbook (McEntire), Chapters 3 and 4

“The Clash of Civilizations”-An Article by Samuel Huntington (Posted in DOC SHARING section)

Learning Activities:

Lecture, Textbook Slides, Related Webliography and Lecture Website Entries 

Due by Wednesday:

First Responses to EACH Discussion Question (150 words for EACH question)

Due by Friday:

Follow up with meaningful responses to classmates (Respond to a minimum of THREE classmates with at least 100 words for each response - 300 word minimum total); Take the Quiz (Due Sunday)

Assignment/Grade Distribution

Weekly Discussion 3 Questions (35 points), Quiz (35 points)  

Week 3: (06/18/12 - 06/24/12): The Dynamic Nature of Terrorism

Readings:

Textbook (McEntire), Chapter 5

Article (Bruce Russett): Peace in the Twenty-First Century? Current History, January 2010, Vol 109, Issue 723, page 11 (6 pages). Article is posted in the DOC SHARING section.

Learning Activities:

Lecture, Textbook Slides, Related Webliography and Lecture Website Entries 

Due by Wednesday:

First Responses to EACH Discussion Question (150 words for EACH question)

Due by Friday:

Follow up with meaningful responses to classmates (Respond to a minimum of THREE with at least 100 words for each response - 300 word minimum total); Take the Quiz (Due Sunday)

Assignment/Grade Distribution:

Weekly Discussion: 2 Questions (35 points), Quiz (35 points)

Week 4: (06/25/12 - 07/01/12): Terrorism: The Media, Censorship, Security, and Liberty

Readings:

Textbook (McEntire) Chapters 6 & 7
 

  • Article (Steve Rendell): More Terror, Less Violence. Extra!, May 2011, Vol. 24, Issue 5, pp. 13-14. NOTE: This article is posted in the DOC SHARING section.
  • Article (William Schuber and Ronald E. Calissi): National Security and Liberty: A Delicate Balance. Journal of Counterterrorism & Homeland Security International, Winter 2009, Vol. 15, Issue 4, pp. 22-27. NOTE: This article is posted in the DOC SHARING section.

Learning Activities:

Lecture, Textbook Slides, Related Webliography and Lecture Website Entries

Due by Wed:

First Responses to Each Discussion Question (150 Words for Each question)

Due by Fri:

Follow up with Meaningful responses to classmates (Respond to 3 with at least 100 words for each response-300 word minimum total), Take the quiz, First draft (Issues #1 and #2) of Core Assessment Assignment (Quiz & Draft Due Sunday)


Assignments/Grade Distribution:

Weekly Discussion 2 questions (35 Points), Quiz 35 Points, Core Assessment Assignment (first draft 100 points)

Week 5: (07/02/12 - 07/08/12): Terrorism: Prevention and Protection

Readings:

Textbook (McEntire) Chapters 8 & 9

Learning Activities:

Lecture, Textbook Slides, Related Webliography and Lecture Website Entries

Due by Wed:

First Responses to Each Discussion Question (150 Words for Each question)

Due by Fri:

Follow up with Meaningful responses to classmates (Respond to 3 with at least 100 words for each response - 300 word minimum total), Take the quiz (Due Sunday)

Assignments/Grade Distribution:

Weekly Discussion 2 questions (35 Points), Quiz 35 Points

Week 6: (07/09/12 - 07/15/12): Terrorism: Preparation and Response

Readings: Textbook (McEntire) Chapters 10 & 11

Learning Activities:

Lecture, Textbook Slides, Related Webliography and Lecture Website Entries

Due by Wed:

First Responses to Each Discussion Question (150 Words for Each question)

Due by Fri:

Follow up with Meaningful responses to classmates (Respond to 3 with at least 100 words for each response - 300 word minimum total), Take the quiz (Due Sunday)

Assignments/Grade Distribution:

Weekly Discussion 2 questions (35 Points), Quiz 35 Points

Week 7: (07/16/12 - 07/22/12): Homeland Security: Recovering from Impacts

Readings:

Textbook (McEntire) Chapters 12

Learning Activities:

Lecture, Textbook Slides, Related Webliography and Lecture Website Entries

Due by Wed:

First Responses to Each Discussion Question (150 Words for Each question)

Due by Fri:

Follow up with Meaningful responses to classmates (Respond to 3 with at least 100 words for each response - 300 word minimum total), Take the quiz, Final Draft (Issues #1, 2, 3, and 4, and instructor-recommended revisions, if any) of Core Assessment Assignment (Quiz & Final Draft Due Sunday)

Assignments/Grade Distribution:

Weekly Discussion 2 questions (35 Points), Quiz 35 Points, Submit final draft of Core Assessment Assignment to DROPBOX (125 points)

Week 8: (07/23/12 - 07/29/12): Terrorism and Domestic Preparedness: A New Imperative for Criminal Justice

Readings:

Textbook (McEntire) Chapter 13

Learning Activities:

Lecture, Textbook Slides, Related Webliography and Lecture Website Entries

Due by Wed:

First Responses to Each Discussion Question (150 Words for Each question)

Due by Fri:

Follow up with Meaningful responses to classmates (Respond to 3 with at least 100 words for each response - 300 word minimum total), Take the quiz (Due Sunday)

Assignments/Grade Distribution: Weekly Discussion 1 question (35 Points), Proctored Final Exam (250 Points)

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 2011-2012 Undergraduate Catalog Page 93

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 2011-2012 Undergraduate Catalog Page 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.
ONLINE NOTE: Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a course related question, or using any of the learning management system tools.

Park University 2011-2012 Undergraduate Catalog Page 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 .
ADA Information

A couple of important pieces of information you need to be aware of as you begin this online class:

If you have ANY accessibility or issue of disability, please SELECT the Help and Resources link on the Course Home Menu. That takes you to the Online Student Help and Resource Page.

On that page, there is a "menu" on the left side of the page. About half way down you will find a link to "Accessibility and ADA". SELECT that link and you will have access to ALL of the ADA and Accessibility information at Park University.

Additional Information:
 

General Course Policies



   



       
  • A class week is defined as the period of time between Monday 12:01 am, CENTRAL TIME (CST or CDT) and Sunday at 11:59 PM CENTRAL TIME. The first week begins the first day of the term/semester. Assignments scheduled for completion during a class week should be completed and successfully submitted by the posted due date. 

       

             

          
       

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  • Create a back up file of every piece of work you submit for grading. This will ensure that a computer glitch or a glitch in cyberspace won't erase your efforts.    

          
       

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  • General email: Students should use Park University email for private messages to the instructor and other students. When sending email other than assignments, you must identify yourself fully by name and class in all email sent to your instructor and/or other members of our class. 

       

             

          
       

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  • Online threaded discussions are public messages and all writings in this area will be viewable by the entire class or assigned group members. 

       

             

          
       

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  • Online Instructor Response Policy:  Online Instructors will check email frequently and will respond to course-related questions within 24-48 hours. 

       

             

          
       

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  • Make it a habit to check the ANNOUNCEMENTS on the COURSE HOME page every time you log on. You may find the answers to general course "housekeeping" questions (i.e. how do I submit assignment 3?).  If you don't see your question there, then please contact your instructor. 

       

             

          
       

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  • If you experience computer difficulties (need help downloading a browser or plug-in, you need help logging into the course, or if you experience any errors or problems while in your Online course), click on the  button in your Online Classroom, then click on the helpdesk menu item, and then fill out the form or call the helpdesk for assistance. 

       

             

          
       

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  • If the issue is preventing you from submitting or completing any coursework, contact your instructor immediately.


Changes or Modifications


The instructor reserves the right to modify the course content and schedule without prior notice and in accordance with the requirements of the course. 


Contacting the Instructor


The instructor is available and willing to assist students.  Please feel free to contact the instructor at any time if there are questions or need for assistance.  Appointments to meet or discuss outside of class can be arranged by contacting the instructor by telephone, e-mail, or personal communication.  When calling by telephone, if it is necessary to leave a voice-mail message, please indicate a preferred time of day for a response.



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Evaluation                                                                                                                                                                                                                                                 
Outcomes
1-7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
Demonstrates a thorough appraisal of the researched information.  The essay is presented as a congruous and thoughtful exposition of ideas. Demonstrates a satisfactory appraisal of the researched information.  The essay is presented as a thoughtful exposition of ideas. Demonstrates a minimal appraisal of the researched information.  The essay is presented as a disparate exposition of ideas. Demonstrates no appraisal of the researched information.  The essay is presented as an incongruous exposition of ideas. 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
1-7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
A consolidated, thematic integration of the fundamental issues. Extends research well beyond minimum requirements. A basic compilation of the fundamental issues, but integration of research into a theme is fragmented. A response to some individual issues with insufficient research and consolidation of ideas. No evidence of combining researched material into a consistent whole. 
Analysis                                                                                                                                                                                                                                                   
Outcomes
1-7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
Completely examines the fundamental issues. Analyzes key elements using more than the minimum of 5 course-external sources. A basic examination of the fundamental issues, but may miss a few points.  Analyzes key elements using a minimum of 5 course-external sources. A rudimentary examination of the fundamental issues. Analyzes key elements using 1 to 4 course-external sources. Fails to examine the fundamental issues. It uses no course-external sources. 
Application                                                                                                                                                                                                                                                
Outcomes
1-7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
Multiple instances (more than 5) demonstrating the application of terminology and concepts specific to the course core learning outcomes throughout. A demonstration (at least 5 instances) of the application of terminology and concepts specific to the course core learning outcomes throughout. A minimal demonstration (between 1 and 4) of the application of terminology and concepts specific to the course core learning outcomes throughout. Fails to demonstrate an application of terminology and concepts specific to the course core learning outcomes. 
Content of Communication                                                                                                                                                                                                                                   
Outcomes
1-7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
Conveys complete and exceptional information on the fundamental issues. Conveys sufficient information on the fundamental issues. Conveys minimal information on the fundamental issues. Conveys no information on the fundamental issues. 
Technical Skill in Communicating                                                                                                                                                                                                                           
Outcomes
1-7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
Contains all required technical components specified in the assignment
Contains fewer than five formatting, grammatical or spelling errors.
 
Contains most required technical components.  Contains no more than 10 formatting, grammatical or spelling errors but errors do not detract from understanding. Contains few required technical components.  Contains more than 10 formatting, grammatical or spelling errors that detract from understanding. Contains no required technical components. There are so many formatting, grammatical, or spelling that it is difficult to read. 

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Last Updated:4/29/2012 9:25:36 PM