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EI 230 Integrated Skills I
Guler, Nilufer


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

EI 230 Integrated Skills I

Semester

FA 2012 HO

Faculty

Guler, Nilufer

Title

Adjunct Faculty

Degrees/Certificates

M.A. in Linguistics
B.A in English Education

Office Hours

By appointment

E-Mail

nilufer.guler@park.edu

Semester Dates

Aug. 20 – Dec. 14, 2012.

Class Days

-M-W---

Class Time

12:00 - 1:15 PM

Credit Hours

3


Textbook:
Academic Encounters: Life in Society, by Kim Sanabria published by Cambridge University Press, ISBN 0521666163

Additional Resources:
Additional resources will be provided by the instructor.

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


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

Educational Philosophy:
The instructor believes that students perform better in secure and friendly learning environments. The  class will be a  safe, respectful environment where all students are encouraged to participate. The students will work in groups, pairs and individually to complete the assignments. The instructor will use variety of activities to address the different learning styles of the students. The instructor aims to help students develop their academic , critical thinking and problem solving skills so that they can take control of and direct their own learning.

Learning Outcomes:
  Core Learning Outcomes

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


Core Assessment:

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

Link to Class Rubric

Class Assessment:

Attendance      5%

Presentations (Core Assessment)      35%

Projects  25%

Quizzes   35%

Grading:

90-100%      A

80-89%        B

70-79%        C

60-69%        D

below 60%   F

Late Submission of Course Materials:

All assignments are due to following class, with the exception of oral presentations which are due  according  the schedule posted. The instructor WILL NOT accept assignments submitted late, except by pre-arrangement, or under extenuating circumstances. If there is a problem with meeting any of the due dates, let your instructor know as early as possible. If there is a problem with a date that involves others, work out the arrangements with your group members before informing your instructor. 

You must notify your instructor at least 3 days in advance if your assignment will be late (due to extenuating circumstances). A 20% penalty will be deducted for late assignments without prior approval.

Attendance is mandatory and has a big influence on your grade. Advance notification of an absence qualify you for an excused absence. Students providing a legitimate excuse for their absence (doctor’s note or medical certificate) may submit work when they return to class without penalty. All athletes are expected to submit game schedules prior to any absences,  as well as permission slips from coaches stating when and for how long they will be absent from class.

Classroom Rules of Conduct:

NO electronic devices of any kind will be allowed in the classroom. No cell phones, no iPods, no computers visible or audible during class. Earphones must be removed and put away prior to the start of class. I will confiscate any electronic devices that I see and hear.

An open learning environment is critical to language learning success. Students will respect each other as well as the instructor. Unkind or derogatory comments about other students will not be tolerated. Class and group discussions are expected to be conducted in English. You are in this class to improve your English; I assume you do not need improvement in your own languages.

Students are expected to actively contribute to their education and the education of others in the class by sharing their ideas and expertise. Passive attendance in class and in group work will result in a 0 for the 5% final participation grade.

Course Topic/Dates/Assignments:

08/20-08/22- Introduction;syllabus Start Chapter 1: Belonging to a Group

08/27-08/29-  Continue Chapter 1


09/03-  No class- Labor day

09/05- Movie     Writing: Reflections on the movie.
 
09/10-09/12Start Chapter 2: The power of Group

09/17- 09/19-Continue Working on Chapter 2

09/24- 09/26- Presentation on family structure and gender issues in your country

10/01-10/03- Start chapter 3: Growing up male and female

10/08-10/10- Continue working on Chapter 3

10/15- 10/17- Fall Break

10/22- 10/24- Start chapter 4: Gender issues today     Project: Research on media and youth

10/29- 10/31- Presentations of the projects:Media and youth.

11/05- 11/07- Finish Chapter 4 and Start Chapter 5: Media and Society

11/12- No class Veterans day

11/15- Finish Chapter 5-  Mini- presentations on favorite commercials
 
11/19- 11/21- Start chapter 7: Crime and criminals Project: Controlling and preventing crime in our daily lives

11/26- 11-28-  Group presentations on controlling crime

11/3- 11/5- Chapter 8: Cultural change

11/10- Deadline for final project: Introducing your culture



 

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 95-96

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 95

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 98

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



Rubric

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

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Last Updated:8/3/2012 11:45:31 AM