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SO 141 Introduction to Sociology
Andrews, Claude


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

SO 141 Introduction to Sociology

Semester

F2M 2011 CH

Faculty

Andrews, Claude ("Tweetybird")

Title

Senior Adjunct Instructor

Degrees/Certificates

B. A.
M. Ed., M. Div., other advanced graduate work and certifications
Completed all work toward Ph. D. through pre-lim exams but not completed due to family health care issues, for other certifications, licenses, advanced training, see bio-sketch from organizing class.

Office Location

Home consultation office at 147 Hoop Pole Creek Drive, Atlantic Beach, NC

Office Hours

Place and time may be arranged ahead of time as needed and requested.

Daytime Phone

252-903-6666 (cell phone--no land phone at home office)

Other Phone

May also be available at local Park USMC-Cherry Pt office 252-447-0461

E-Mail

Claude.Andrews@park.edu

tweetymedic@ec.rr.com

NOTE:  Please use both above addresses when making contact.

Semester Dates

October 17-December 11, 2011

Class Days

-M-W---

Class Time

4:45 - 7:15 PM

Prerequisites

none, knowing APA citation style is helpful

Credit Hours

3


Textbook:
 Henslin, J. M. (2008).  SOCIOLOGY:  A DOWN-TO-EARTH APPROACH, 9th. ed. NY: Pearson/Allyn & Bacon

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
 Additional handouts will be given in class as we progress.

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.

http://citationmachine.net/index2.php?reqstyleid=2

Course Description:
SO 141 Introduction to Sociology (GE): An examination of the social processes and structures of society, with particular attention to American Society. Reviews such topics as interpersonal interaction, culture, major social institutions, inequality, deviance and social change. Also introduces methods used in sociological research. 3:0:3.

Educational Philosophy:

    
     The facilitator's educational philosophy is one of interactiveness based upon lectures, discussions, readings, student presentations, dialogues, examinations, including use of web sites, videos, and other possible resources.  The intent of the facilitator is to stimulate critical thinking and to engage each learner and to encourage the lively exploration of ideas, issues, contradictions, and to further professional and ethical development in the fields of the social sciences.  More specifics will be shared in the first organizing class including handouts.

Learning Outcomes:
  Core Learning Outcomes

  1. Recognize the major schools of sociological theory, locate their conceptual relation to one another, apply them to real world examples, and evaluate their relative strengths and weaknesses.
  2. Identify important research methodologies used in the field, explain their application, and assess their benefits and drawbacks.
  3. Know the prominent social institutions and forms of organization, identify their common functions and dysfunctions, and compare and contrast real world examples.
  4. Define, explain, and illustrate the various resources (i.e., economic, social, and cultural capitals), their patterns of unequal distribution, their influences and consequences for individuals, collectivities, and societies; and critically evaluate how they relate to issues of power, social control, and the perpetuation of inequality.
  5. Understand and evaluate the ways societies and cultures influence, and are in turn are influenced by, individuals; explain how some personal problems and opportunities may be better characterized as symptomatic of societies and cultures; and analyze personal identity also as a group or sociocultural phenomenon.
  6. Identify and analyze the causes, conditions, mechanisms, and consequences for deviance and social change; and evaluate how they fit into specific times and places and understand the reasons for, and opposition to, deviance and change.
  7. Demonstrate ability to critically assess your own and others' experiences and perspectives from multiple perspectives; and understand how values and group memberships shape your sense of truth and of social priorities and policies.


Core Assessment:

Core Assessment (New for July, 2006) 


This term paper is worth 200 points and should take 10 to 15 pages (about 2500 to 3250 words) to adequately complete. Preliminary grading will be done by computer, but the final grade will be assigned by the instructor.

One of the goals for this course is to help you see your own lives and your places in the world differently.  For this term paper you are to use concepts and topics from different chapters to describe and interpret important parts of your own lives. Each time you submit a draft to SAGrader you should include all the earlier pieces along with the latest section. The program’s grading will be cumulative. After the program grades each assignment, you will have the opportunity to challenge the score, and we will review the program’s results.  But you must leave adequate time for human review of a challenge (at least 48 hours).  If you do not allow this window between drafts, then the challenge will not be considered.


Part I: Inequality How has inequality affected your own life? What is your own social class, gender, race and ethnicity?


Social Class. Several kinds of stratification are discussed in the chapter on stratification. Among those are Marx’s theory of class conflict based on two social classes, Wright’s typology of social classes including four classes, and the discussion of the American class structure based on six different classes. Briefly summarize each of these perspectives and distinguish the classes they contain. Which do you think best reflects important elements of today’s society? Where do you expect to be located in each of those classifications after you finish college and begin your career? There are many different kinds of social mobility. What kinds of social mobility do you expect to experience in your own lifetime? Give examples of your own social statuses and those of your parents to illustrate those kinds of social mobility. Be sure to mention at least four kinds of social mobility and to indicate which you believe you will experience.


Gender. What is your gender? What is the difference between gender, sex, and sexuality? How has gender helped or hurt you in your life so far? How do you expect it to help or hurt you in the future? What are some of the issues and concepts related to gender you expect will be important in your life? How are issues such as glass ceilings, second shift, pink-collar jobs, and patriarchy likely to affect you? Be sure to define each concept.


Race & Ethnicity. What is your own race and ethnicity? What is the difference between race and ethnicity? What are some of the differences between your own racial or ethnic group and at least two other common racial and ethnic groups in the United States today?


Part II: Work and Economy In this part of the paper you are to discuss some of the ways the economy and work are changing in today’s world, and how those changes have affected your parents and are likely to affect you in your own lifetime.


First, what kind of work do your parents do (you can substitute a single parent or guardian or someone in that generation if you prefer)? What sector of the economy would their job be in? How does that sector differ from the other sectors in modern economies? Would you say they are in the primary or the secondary labor market? What is the difference between the two, and which has the better jobs? How has their work been affected by rationalization? globalization? industrialization? Be sure to clearly define each of those as well as saying how it relates to their work. Include the important processes associated with the rationalization, including bureaucratization, mechanization, and scientific management.


Second, how do you think these same concepts and issues will affect the work you do in your own life? What kind of job do you hope to have for your career? In what sector of the economy? In what labor market? What are future changes you can expect to occur in work during the next decade or so? Cite arguments and examples from books or articles and Internet sources to justify your expectations.


Part III: Marriage and Family.


Marriage. The chapter discusses several factors that influence who you are likely to marry. If you are not already married, how do you think these factors will influence your own choice of marriage partner? If you are already married, then how did they influence your decision? If all of these factors influenced you, then what kind of person would you be most likely to marry? Be sure to mention some of the issues like the marriage squeeze, the marriage gradient endogamy, and exogamy. How do these various factors, and their relationship to marriage partner choices support or challenge our notion of romantic love? Feel free to reframe this question in terms of civil unions or gay marriage if you so desire.


Family. What are some of the ways families have changed during the last 100 years? Discuss some of the most important changes and indicate how well they are reflected in your own family. For example, you might compare your family of orientation to that of your parents or grandparents. How do they differ in size, in whether they are nuclear or extended family households, in the occurrence of divorce, in cohabitation rates, in whether the wife works outside the home (labor market participation), how childcare is handled, how household tasks are shared among husband and wife, common functions of the family, and so on? Be sure to use and define appropriate concepts and perspectives such as the concept of the “second shift.”


Remember that this paper will also be graded for how well it is written. You are expected to have a title that conveys the key features of your paper, an introductory paragraph, and a concluding paragraph. Your paper will be graded on how well it is organized. For example, an essay that devotes a paragraph to each major topic for families will get a better grade than one that jumps around from topic to topic in each paragraph and spreads coverage of a topic across paragraphs. Part III should also have a conclusion in which you give you an overview of how sociology helps you understand your own life. (Alternatively, you can argue that it does not help, but you’d better make a good case for it. After all, this IS a sociology course!) The final draft should include at least 5 library references to books or academic articles, and at least 5 web pages from the Internet.

Link to Class Rubric

Class Assessment:

  
Class assessment is based on the following specific requirements:
 
     1.  Class participation which consists of three parts:
 
(a)  Each student is expected to actively participate in each class through the various interactive class actvities that may be presented.  NOTE:  This also means actually being present in class as well.  If a student has a valid TAD and has let Tweetybird know, then he/she will be excused by the University in terms of attendance reauirments, however since the student is still not actually physically present--even with the TAD--he/she will lose some attendance cred in terms of actual attendance.  If the student comes late to class or leaves early, that student will also lose some attendance credit.
 
(b)  Each student is to prepare a word-processed journal consisting of a minimal of one-half page with a maximum of one inch margins consisting of two paragraphs in .doc format with the first paragraph sharing briefly what the student learned about the class/material/experiences for the past week, and the second paragraph is to briefly tell how that new information may have related to his/her own life expericnes, or how he/she may use that material in the future.  There is to be a minimum of 5 journals over the mini-semester completed each week in order starting with the second Monday class.  The journal is to be sent by mid-night as time-stamped by the e-mail server as a .doc format attachment each Monday to both of the e-mail addresses as listed at the beginning of the syllabus (if after mid-night, it will be regarded as late).  Individual feedback will be given by returning the attachment to the student with comments in red although they will not be "graded," as such.  The journals will not be shared with the class without the student's permission.  At the end of the sixth week classes no more journals will be accepted.  Please start on them by e-mailing them by midnight on Monday for 5 consectuive weeks. Note: make sure the journal is sent as an attachment using MicroSoft .doc format--no other format is acceptable.  If you do not have a park.edu e-mail account set up, please do so.  All e-mail communications will be from the park.edu e-mail system.
 
(c)  Each student is to give a summary to the class of his/her core assessment paper using any creative format he/she chooses.  This part of the participation will be evaluated by both the class and the instructor in an anonymous fashion.  (The student may want to start early--not everyone can present his/her summary on the last class night.)
 
     2.  Each student will complete a mid-term exam as scheduled on the material thus covered.
 
     3.  Each student will complete a final exam as scheduled on the material thus covered.
 
     4.  Each student will complete the core assessment paper as already outlined previously and will have submitted
it in electronic format using APA for citations and referencing and due as in the schedule by electronic submission by midnight. Note:  the student is to be very vigilant of any suggestion of plagiarism (or the use of anothers's material without proper APA documentation of the source).  The student is cautioned NOT to use Wikipedia as a source.  It may be helping at pointing to some potentially good sources, but it is not be be used as a source within itself because of academic volatility.  If using it, the student is to go back to the original source and appropriately cite that information so the reader has access to that source directly.       

Grading:

 
 Evaluation is based on the following with point breakdown:
 
     1.  Student participation in class as noted by the instructor, weekly journals completed in a timely manner and proper format, and a creative summary presentation of the core assessment paper anonymously evaluated.  (Full attendance without early or lateness factors worth up to 75 points, all 5 journals in a timely manner and sent as a .doc attachment is worth up to 75 points, and summary presentation 100 points)
          Value:  up to 250 points
     2.  Student timely completing mid-term exam as scheduled.
          Value:  up to 250 points
     3.  Student timely completing final exam as scheduled.
          Value:  up to 250 points
     4.  Student presentint to the instructor his/her core assessment paper as scheduled in electronic form using .doc format and presented in a timely manner as scheduled.  Be sure to review the core assessment section--the evaluation will be on how well this is carried out and properly documented using APA style. 
          Value:  up to 250 points
 
     NOTE:  There may be unannounced quizzes, depending upon class participation.
 
     Each of the four composite evaluations have equal values up to 250 points adding up to 1000 points for a "perfect" score. They will be added to produce the following semester final grades and grade points based upon the course being a three-hour course:
 
                    A=930-1000 points (Excellent--12 grade points)
                    B=850- 929  points (Good--9 grade points)
                    C=780- 849  points ( Fair--6 grade points)
                    D=700- 779  points (Poor--3 grade points)
                    F=699 or less points (Failing--0 grade points)
 
     Students are responsible for keeping up with their exam grades as the exams will be recollected and maintained by the instrucor until all have taken that particular exam.
 
     Extra credit:  For the student who wants to achieve extra credit, he/she may go to a major 4-year college or university to work on his/her research.  This is worth an additional 50 points on the final course raw total.  This MUST be documented by the signature of the library staff person on duty the day the student was at that library on the library's letterhead or other official libary document (such as the library's floor-plan) and given to the instructor to be noted.  Additionally, 10 points can also be gained by going on-line to evalute this course near the end of the semester--again this MUST be documented by printing the last page that "thanks" the student for participating.  Without "hard-copy" documentation, no extra-credit will be granted.
 
 
 

Late Submission of Course Materials:

    
     The student is responsible for keeping up-to-date in the class and obtaining any handouts he/she may have missed.  If he/she knows he/she will be absent for whatever reason, he/she is to inform the instructor to make up any material within two weeks of the absence.  The student is to plan ahead in terms of the core assessment and the presentation--sometimes "technology" fails.  For each class an item is "late," that items drops one letter grade from what the grade might have been.  If, for some reason all work has not been completed by the end of the mini-semester, the student will receive the grade "I" and an incomplete contract form will need to be completed (this form is available in the Park office).  If a student knows, due to work or some unavoidable situation that he/she will be absent, inform the instructor ahead of time--missing a single class in the mini-semester framework is like missing a whole week of regular college classes and it does make a difference in attendance points (see above).

Classroom Rules of Conduct:

    
     Proper decorum will be observed in the classroom at all times.  The student will receive an expanded version of what is expected in classroom behavior in the first organizing class as a handout.  There is to be NO active use of any electronic media (pagers, Ipods, Blackberries or similar devices, cell phones, MP3 players, laptops, Blue-tooth or other ear-aids) unless it is being actively used for the class either in presentations or as required for any learning assistance.  Such devices also need to be approved ahead of time.

Course Topic/Dates/Assignments:

 
     A separate handout will be presented during the first organizing class listing specific course topics and dates including mid-term, final exam, presentations, and due dates for electronic submission of core assessments.

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.

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 .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Evaluation                                                                                                                                                                                                                                                 
Outcomes
1, 2, 7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
•  Critically, creatively and thoroughly evaluates at least 2 well-selected course materials, and their application and conclusions, as used in the assignment.  Identifies and successfully defends at least 2 strengths and 2 weaknesses.  Goes beyond assignment expectations in the quantity or quality of critical evaluation.




•  Attempts to justify all major arguments through the integrated application of comprehensive and detailed critical reasoning and scientific evidence.




•  Reflexively and creatively evaluates at least 2 strengths and 2 weakness of their own and of at least 2 others' assumptions, arguments, analyses, conclusions, and applications.




 
•  Critically evaluates selected materials appropriate to an introductory course, and outside academic sources appropriate to the assignment.  Identifies at least 1 strength and 1 weakness of most key concepts or positions used in the essay.




•  Attempts to justify most arguments through the integrated application of appropriate and sufficiently detailed critical reasoning and scientific evidence.




•  Reflexively identifies at least 1 strength and 1 weakness of their own position and of at least 1 others' assumptions, arguments, analyses, conclusions, or applications.




 
•  Demonstrates little critical evaluation (perhaps 1 or 2 incomplete attempts overall).  Fails to offer a balanced evaluation of important concepts or positions.




•  Asserts opinions, but fails to justify important arguments in an appropriate manner.




•  Presents biased arguments against those positions with which they disagree or for those that support their pre-existing biases.









 
•  Demonstrates no critical evaluation.  Arguments are unbalanced and demonstrably biased.




•  Fails to offer any appropriate justification for arguments.  Uses little no appreciable critical reasoning or scientific evidence.




•  May seek to confirm pre-existing opinions without subjecting them to critical testing.




 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
3, 4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
•  Displays particular judgment in selecting and integrating at least 5 outside academic sources.




•  Integrates, compares and contrasts differing sources and perspectives with no major errors and no more that 2 minor errors.




•  Incorporates at least 1 or 2 sources from popular or mainstream media as particularly apt illustrations of course content.




•  Draws at least 3 accurate and defensible connections among the concepts and sources used.




 
•  Correctly integrates at least 4 outside academic sources appropriate to the assignment.




•  Integrates, compares and contrasts differing sources and perspectives with no major errors and no more than a few minor errors.




•  May also incorporate sources from popular or mainstream media, 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 2 connections among concepts and sources with no major errors.




 
•  Attempts to integrate 2 to 3 outside academic sources, but does so with at least 1 major error or with several minor errors.




•  Includes only sources on one side of an issue where there is legitimate and obvious disciplinary disagreement.




•  Evidences little discernment between academic and popular sources.




•  Draws no more than 1 or 2 connections among concepts and sources.  May contain a serious error or several minor errors.




 
•  No attempt to integrate outside academic sources.  Contains more than 1 major error or many minor errors.  No significant attempt at synthesis.




•  Evidences no discernment between academic and popular sources.




•  Draws no significant connections among concepts and sources.




 
Analysis                                                                                                                                                                                                                                                   
Outcomes
1, 2, 3, 4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
•  Demonstrates exceptional command of at least 5 concepts and theoretical perspectives presented in the course.  Introduces at least 1 additional relevant finding or theoretical and conceptual distinction.




•  Successfully analyzes at least 5 appropriate selected course materials, and integrates at least 2 outside sources into their analysis, without major error.




 
•  Demonstrates sufficient command of at least 4 appropriate concepts and theoretical perspectives presented in the course.




•  Successfully analyzes at least 4 appropriate selected course materials, and perhaps some limited outside sources, without major error.




 
•  Demonstrates insufficient command of appropriate concepts and theoretical perspectives with at least 2 major errors or a few minor ones.




•  Analysis of appropriate selected course materials contains 1 or 2 major errors or several minor ones.




•  Uses inappropriate reason, evidence or justification.




 
•  Fails to demonstrate any sufficient command of appropriate concepts and theoretical perspectives.




•  Analysis of inappropriate course materials or contains at least 3 major errors or many minor ones.  No attempt at analysis of outside materials or examples.




 
Application                                                                                                                                                                                                                                                
Outcomes
3, 4, 5, 6                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           
•  Demonstrates and justifies command of factual course materials.  Employs at least 3 salient outside examples.




•  Applies course materials to at least 3 relevant personal, social, and historical examples without error.




• Illustrates and supports most points through examples, details, and supporting information.




 
•  Demonstrates and justifies sufficient command of factual materials presented in the course, and 2 or 3 outside sources.




•  Applies course materials to at least 2 appropriate personal, social, or historical examples without major error.









 
•  Demonstrates insufficient command of factual course materials.




•  Inappropriate or insufficient personal, social, or historical examples (no more than 2 to 3 attempts).




•  Provides inadequate illustration and support of 1 to 3 key points or several minor ones.




 
•  Fails to demonstrate meaningful command of factual course materials.




•  Lacks meaningful, relevant, or significant personal, social, or historical examples, or they are completely inappropriate to the assignment.




•  Provides little, if any, support for even key points.




 
Content of Communication                                                                                                                                                                                                                                   
Outcomes
3, 4, 5, 6                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           
•  Responds fully and completely to the assignment using appropriate, direct language.  Includes all major assignment objectives.




•  Uses precise, accurate and expressive language.




•  Well organized, unified, focused, flowing, or has a particularly well-suited opening and closing.




•  Presents a balanced treatment of controversial research or policy issues.




•  Correctly utilizes technical terminology from the course and outside research in a precise manner exceeding the level of an introductory course.




 
•  Responds completely to the assignment using appropriate language.  Includes all major assignment objectives.




•  Organized, unified, and focused.




•  Presents 1 side of controversial research or policy issues well and completely, and makes a serious (though perhaps not completely successful) effort to communicate at least 1 alternative.




•  Correctly utilizes technical language from the course and outside research in a manner appropriate to the assignment and level of an introductory course.




•  Has no major, or only a few minor, terminological errors.




 
•  Fails to respond fully or completely to the assignment.  Misses 1 or more major assignment objectives.  Language is sometimes inappropriate or confusing.




•  Lacks some organization or is slightly unfocused.




•  Evidences bias or makes little effort to communicate serious alternatives.




•  Has 1 or more major, or more than a few minor, terminological errors.




 
•  Language is often inappropriate or confusing, and does not express a clear purpose.




•  Is disorganized, disjointed, unfocused, or stilted.  Unsuccessful or lacking in its opening and closing.




•  Evidences serious bias.




• Has at least 2 major, or many minor, terminological errors.




 
Technical Skill in Communicating                                                                                                                                                                                                                           
Outcomes
1, 2, 7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
•  Has no errors in spelling, grammar, punctuation, vocabulary, structure and format.




• Evidences literacy, numeracy, rhetorical, and information processing skills beyond the level of an introductory 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 major errors, 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 introductory course.




•  Consistently, but not completely acknowledges and documents (through in text citations and an accompanying references section) all directly used sources.  May evidence minor problems with indirect attribution or a few small errors in reference format.




•  1or more minor errors in the application of relevant portions of APA format.




 
• Has 1 or 2 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 introductory course.




•  Incompletely or inconsistently acknowledges and documents (through in text citations and an accompanying references section) all directly used sources (1 or more errors).  May evidence 1 or 2 major problems, or a few minor problems, with indirect attribution or several errors in reference format.




•  1 or 2 major errors, 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 3 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 introductory 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 errors, or several minor errors, in the application of relevant portions of APA format.




 
CIVIC                                                                                                                                                                                                                                                      
Outcomes
3, 4, 5, 6, 7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
Provides more that 2 insightful examples of how personal problems or opportunities link to social issues and structures.  Includes a technically advanced analysis of those connections and their consequences for an introductory course.  Critically evaluates the consequences of those connections for more than 1 social group or category. Provides at least 2 appropriate examples of how personal problems or opportunities link to social issues and structures.  Includes an analysis of those connections and their consequences.  Critically evaluates the consequences of those connections for at least one social group or category. Provides inadequate or incomplete examples of how personal problems or opportunities link to social issues and structures.  Includes little or no significant analysis of those connections and their consequences.  Inadequate or biased attempt at critical evaluation of the consequences of those connections for at least one social group or category. Provides no tenable examples of how personal problems or opportunities link to social issues and structures.  Includes no significant analysis of those connections and their consequences.  Nonexistent or markedly biased attempt at critical evaluation of the consequences of those connections for at least one social group or category. 
VALUES                                                                                                                                                                                                                                                     
Outcomes
1, 2, 7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Clearly and completely provides more than 2 significant examples of how their class, race, ethnicity, gender, and other factors shapes their opinions and ethical stances on public issues and private decisions.  Thoroughly analyzes, evaluates, and contextualizes their positions. Explains and provides 2 or more examples of how their class, race, ethnicity, gender, and other factors shape their opinions and ethical stances on public issues and private decisions. Provides a 1 or 2 examples of how their class, race, ethnicity, gender, and other factors shapes their opinions and ethical stances on public issues and private decisions, but offers incomplete or inadequate analyses, critiques, or contextualizations. Fails to offer any meaningful examples of how class, race, ethnicity, gender, or other factors shapes their opinions and ethical stances on public issues and private decisions. 

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Last Updated:10/6/2011 12:45:20 PM