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SO 141 Introduction to Sociology
Noren, John W.


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

SP 2012 HOB

Faculty

Dr. John W. Noren

Title

Associate Professor of Sociology

Degrees/Certificates

Ph.D., Michigan State University
MSW, University of Michigan - Ann Arbor
BA, Graceland University

Office Location

Parkville Campus, Library 416G

Office Hours

M – W - F, 9:30 - 11:30 am

Daytime Phone

816-584-6241 (Office)

Other Phone

816-224-3212 (Home)

E-Mail

john.noren@park.edu

Semester Dates

January 16 – May 4, 2012

Class Days

-M-W---

Class Time

12:00 - 1:15 PM

Credit Hours

3


Textbook:
Witt, J. (2011). SOC 2011 Edition (2nd ed.). New York: McGraw-Hill. ISNB-13:
          978-0-07-352829-8 (paper)

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
 
Use of the Course eCompanion:

The course eCompanion is a significant asset to the teaching and learning that occurs in SO141. We will make extensive use of the eCompanion and you will post all writing assignments to the appropriate dropboxes. It is your responsibility to ensure that an assignment appears in the dropbox. If it is present, I have received it; if it is not present, I have not received it.  If you are unfamiliar with eCompanion, check with someone who has experience with the tool. Points earned for each assignment will posted in the Gradebook. Be sure to periodically check Doc Sharing and the Webliography, both contain important information that will facilitate completion of course assignments. Copies of Study Guides will be posted under the weeks of the course.

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:
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:

I believe very strongly that education is transformative. Through education and actually any form of learning, whether formal or informal, our lives are transformed, as we acquire knowledge, but more importantly, expand our understanding of the world in which we live and our place in it. Learning enables us to grow beyond where we are and to see and experiment with alternative perspectives of thinking and doing.

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:
Students are responsible for:

1.      Completing the reading assignments.

2.      Participating in the class discussions.

3.      Participating in the small group discussions.

4.      Completing the chapter study guides.

5.      Completing the writing assignments, including the Term Paper/Core Assessment Assignment.

6.      Completing all exams, including the Final Exam.

Assignments:

1.      Essays – The essays are to be two to three-page responses to questions or topics presented by the instructor that demonstrate critical thinking on the subjects. In preparing the essays, you may use the text as a reference and consult other sources. Students are asked to prepare the essays as Word documents. Copies of the papers should be posted in the appropriate eCompanion dropbox and be available for in-class discussion. Copies of the essay questions will be provided. 

It is often helpful to have another person proof read our papers before we submit them. A different set of eyes may catch things that we overlook. If you are concerned about your writing skills, you are encouraged to make use of the excellent resources that Park offers in the Academic Support Center. Tutors are available to review every type of writing, including essays and term papers. The environment is friendly and non-threatening and tutors are fellow students. They can help you say what you mean to say in the papers you write and can assist with the fine points of grammar. The Center is located in the underground across the hallway from the Library and is open daily and on Saturdays.

2.      Personal Interview – The Personal Interview assignment is to be a written summary of a one-on-one, face-to-face interview with a person who is different in some significant way from you. The objective of the assignment is for you to have a more than superficial conversation with someone who may have a very different perspective on the commonplace, daily, taken-for-granted assumptions and experiences of American culture. The completed interview should be posted in the appropriate eCompanion dropbox and be available for in-class discussion. A format for conducting the interview will be provided.

3.      Mid-Term Exam – The Mid-Term Exam is a closed book, closed note exam that you will have 1 hour and 15 minutes to complete, the usual class period. The exam will consist of 50 multiple choice questions.

4.      APA Style Exercise – The APA Style Exercise is an assignment that calls for the application of APA citation and reference formats to resources obtained from publishers and online databases. The resources will be provided by the instructor and it is your task to arrange them in the proper APA format for citations in the body of a paper and for the list of references at the end of a paper. You will be directed to sources of information on the use of APA Style. The completed assignment should be posted in the appropriate dropbox and be available for in-class discussion. More information about the assignment will be provided.

5.      Term Paper/Core Assessment Assignment - The requirements for the Term Paper/ Core Assessment Assignment are described above under Core Assessment and further information about the assignment will be provided.

6.      Small Group Discussions - The purpose of the Small Group Discussions is to facilitate an in-depth conversation about the essays and the Personal Interview. Each student will be assigned to one of three groups (Group 1, Group 2 or Group 3) and each group will meet once during a regular class session to discuss the responses to the assignments. Group membership will be announced prior to the due date of the first essay.

7.      Final ExamThe Final Exam is a closed book, closed note exam that you will have two hours to complete. The exam will consist of 50 multiple-choice questions.

Grading:
Grades for the course will be determined as follows:

Assignment - Points

Essay 1 – 100
Personal Interview – 100
Mid-Term Exam – 100
Essay 2, 100
APA Style Exercise – 100
Term Paper – 200
Final Exam – 100
Small Group Discussion - 100
Class Participation/Attendance – 100

Total 1000 points

Course Grading Scale:

Grade Points

A        1000 - 900
B          899 - 800
C          799 - 700
D          699 - 600
F           599 & below

Grading Rubrics:

Rubrics used in grading the assignments will be posted in the eCompanion.

Late Submission of Course Materials:
With regard to the assignments, the syllabus specifies when they are due and I would like the writing assignments to be submitted as Word documents (rtf is acceptable).  I will accept assignments if they are late, but your score on the assignment is determined and then reduced by 50%.  Assignments will not be accepted nor will credit be granted for assignments submitted after the end of the class, May 4, 2012.  There are no provisions for extra credit. Do not contact the instructor after the class ends asking for a way to raise your grade!

Classroom Rules of Conduct:

The course may deal with topics that are sensitive and perhaps even controversial to some members of the class.  This is a university class; it is appropriate to deal with important issues and to do so in a responsible, fair and open-minded manner.  Remember, everyone deserves our respect when they share their opinions and comments, even if the opinions differ significantly from ours.  I do not anticipate any problems with rudeness in our class and I want everyone to know that the conventions of classroom etiquette will be carefully observed.  Failure to conform to university standards of conduct will result in removal from the course and other possible disciplinary action.

Course Topic/Dates/Assignments:

Monday, January 16 – Week 1


     Holiday

Wednesday, January 18


     Discussion Topics – Introduction to the Course, Essay 1, Small Group Discussion 1,
     Course Assignments

Monday, January 23 – Week 2

     Reading Assignment – Witt: Chapters 1 & 2

     Discussion Topics – What is sociology? The Language of Sociology, The Vocabulary
     of Science, Research in the Social Sciences

Wednesday, January 25

     Reading Assignments – Witt: Chapters 1

     Discussion Topics – Sociological Theory, Macrosociology, Microsociology

Monday, January 30 – Week 3

     Guest Speaker

     Discussion Topic – Culture

Wednesday, February 1
    
     Essay 1 Due

     Small Group 1 Meets

Monday, February 6 – Week 4

     Reading Assignment – Witt: Chapter 3
   
    
Discussion Topics – Personal Interview, Culture: Material & Nonmaterial Culture

Wednesday, February 8

     Reading Assignment – Witt: Chapter 3

     Discussion Topics – Culture: Subcultures, Countercultures

Monday, February 13 – Week 5

     Reading Assignment – Witt: Chapter 4

    
Discussion Topic – Socialization

Wednesday, February 15

     Reading Assignment – Witt: Chapter 5

     Discussion Topics – Social Structure, Social Interaction
    
Monday, February 20 – Week 6

     Holiday

Wednesday, February 22

     Personal Interview Due

     Small Group 2 Meets


Monday, February 27 – Week 7

     Guest Speaker

     Discussion Topics – How does sociology impact our communities? Can you get a job
     with a degree in sociology?

Wednesday, February 29

     Reading Assignment –  Witt: Chapter 5

     Discussion Topics – Essay 2, Mid-Term Exam, Life in Social Groups & Social
     Institutions

Monday, March 5 – Week 8


     Guest Speakers    

     Discussion Topics – Where can I get help when I’m having trouble in my classes?
     Is an internship really helpful in getting a job after graduation?

Wednesday, March 7

     Mid-Term Exam    

Monday – Friday, March 12 – 16

     Spring Break

Monday, March 19 – Week 9

     Reading Assignment – Witt: Chapter 6
   
     Discussion Topic – Deviance & Social Control

Wednesday, March 21

     Reading Assignment – White & Klein: Chapter 6

     Discussion Topic – Sociology & the Family

Monday, March 26 – Week 10

     Reading Assignment – Witt: Chapter 8

     
Discussion Topic – Sociology & Religion

Wednesday, March 28

     Essay 2 Due

     Small Group 3 Meets
    
Monday, April 2 – Week 11

    Guest Speaker

    
Discussion Topic – Using Online Databases for Academic Research

Wednesday, April 4

     Reading Assignment – Witt: Chapter 13

     Discussion Topic – Sociology & Race

Monday, April 9 – Week 12

     Reading Assignment – Witt: Chapter 12

     Discussion Topic – Sociology & Gender

Wednesday, April 11
    
     APA Style Exercise Due

     Reading Assignment – Witt: Chapters 10 & 11

     Discussion Topics – Social Stratification, Inequality, & Social Class

Monday, April 16 – Week 13

     Discussion Topic – Using APA Style in Academic Writing

Wednesday, April 18

     Discussion Topic – Simulation Game: Living on a Poverty Level Income

Monday, April 23 – Week 14

     Reading Assignment – Witt: Chapters 9 & 14

     Discussion Topics – Life in Social Institutions: Education, Government, Economics &
     Medicine

Wednesday, April 25
    
     Discussion Topics: Population, Urbanization & the Environment   

Monday April 30 – Week 15

     Term Paper Due

    
Reading Assignment: Witt: Chapter 15

     Discussion Topic – Social Change

Wednesday, May 2

     Discussion Topics – Course Wrap-Up, Leftovers, Prep for Final Exam

Monday, May7, 1:00 pm – Week 16

     Final Exam

The instructor reserves the right to change the schedule with appropriate notification of students.




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
In the preparing the written assignments, ensure that your writing is your own and all sources are documented. The use of commercially prepared term papers or copying and pasting papers from the internet is, of course, unacceptable and I will check the authenticity of papers through the use of online plagiarism detection programs. Consequences for plagiarism may include: request to redo the assignment, zero points for the assignment, failure of the course and referral for disciplinary action including expulsion from the university.

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
Instructors must record attendance in all Park University courses and may not retroactively correct attendance records. Attendance will be taken at the beginning of class. If you are late, it is your responsibility to inform the instructor of your presence.  If you do not, you will be counted as absent.  Having to work is not a legitimate reason for missing class.  If your work schedule interferes with this class, you will want to take a class that better fits your schedule.  A consistent pattern of late arrival is disruptive to the class.

If you must be absent from class, let me know by email or phone. My email addresses and phone numbers are listed at the beginning of the syllabus. If you do not inform me in advance, your absence from class will be marked as unexcused. Problems with attendance will be dealt with according to the policy statements above.

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 .

Additional Information:


The instructor reserves the right to change the syllabus with appropriate notification of students.






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:1/14/2012 1:23:10 PM