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SO 315 Minority Group Relations
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 315 Minority Group Relations

Semester

F1M 2012 CH

Faculty

Andrews, Claude ("Tweetybird")

Title

Senior Adjunct Faculty

Degrees/Certificates

B. A.
M. Ed.
M. Div., Advanced Ph. D. work all completed except for dissertation not completed due to family illness.  See brief bio-sketch attached at end of syllabus.

Office Location

Home Office:  Creative Living Associates, 147 Hoop Pole Creek Drive, Atlantic Beach, N. C.

Office Hours

Place and time may be arranged ahead of time as needed and requested by student or as needed by instructor.

Daytime Phone

Cell phone number is 252-903-6666 (no land-line phone), and if Tweetybird is unavailable, please leave a very brief voice message with complete area code phone number.  Let him know the best time to call, since his hours vary with his consultations.  Other than e-mail, Tweetybird may possibly be contacted through the Park Admin office at 252-466-2655.

E-Mail

Claude.Andrews@park.edu

tweetymedic@ec.rr.com

--please e-mail BOTH addresses when making contact

Semester Dates

Fall 1 (August 20 start, and end October 14, 2012)

Class Days

-M-W---

Class Time

7:30 - 10:00 PM

Prerequisites

None, but the APA style is used for the core assessment

Credit Hours

3


Textbook:

Parrillo,  Vincent.  STRANGERS TO THESE SHORES (10th edition, 2012)  Boston, Mass.:  Allyn  & Bacon, Inc.
ISBN 978-0-205-79074-6

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
Additional handouts and exercises may be given in class.

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:
An examination of the patterns and causes of prejudice and discrimination. Surveys the history and current status of groups in American society which have been subjected to discrimination based on race, ethnicity, sex or religion. 3:0:3

Educational Philosophy:
  The facilitator's educational philosophy is one of interactiveness based on stimulus lectures, readings, dialogues, classroom activities, media exploration, web sites and other materials also given as handouts.  The facilitator will engage each student in what is referred to as disputatious learning by encouraging the lively exploration of ideas, issues, and contradictions.  Additional handouts will be given in class as the class proceeds.

Learning Outcomes:
  Core Learning Outcomes

  1. Explain how majority (dominant) and minority (subordinate) groups are defined and how those definitions are commonly justified, internalized by members of both, and manipulated for relative advantage.
  2. Know the historical development, current importance, and likely future developments in socially significant minorities, such as those based on “race” and ethnicity, history and geography, culture and religion, gender or sex, privilege, birth, and so forth; and critically assess how those definitions are created and applied.
  3. Know the social history of American migration patterns and how they were shaped by power, status, and access to other resources; and compare and contrast this history with those of other areas and times.
  4. Examine the patterns and causes of prejudice and discrimination, and interpret the consequences for individuals and societies.
  5. Explain how social institutions, such as economic, political, educational, and cultural systems, are created or adapted to perpetuate disadvantage among minority group members.
  6. Evaluate the history and current status of groups in American society that have been subjected to systematic discrimination, including African Americans, Native Americans, and other specific ethnic and religious groups.
  7. Explore, apply, and evaluate common responses by minority groups to discrimination, including assimilation, accommodation, separatism, and radicalism.
  8. Analyze and evaluate current issues in minority group relations; and apply your theoretical and social historical knowledge to specific minority group struggles in the present day, and to extrapolate their likely trajectories.


Core Assessment:


SO315: MINORITY GROUP RELATIONS


Core Assessment (New for July, 2006)


 


GENERAL NOTES


The Core Assessment assignment for this class will be a major essay that integrates, analyzes, applies, and critiques several sociological concepts and research findings from this course individually, together, and with additional sources from your own literature review and archival study.


You must incorporate the findings from at least five outside sources of original academic research in this essay.  You may also include additional sources for examples or background information, but only reputable, peer-reviewed academic sources will count toward the reference requirements of your essays.  This means that magazines, newspapers, professional periodicals, or internet sources are only appropriate for examples and illustrations in this project — if you have any questions as to whether a specific source is acceptable for your essay, you should ask your instructor rather than guess.  Also, focus on articles or books presenting original research or theories, not on those reviewing others' works or editorializing about opposing approaches.  Reference works, textbooks, and literature reviews are all excellent places to begin your search, but you must find and read the original in order to develop your own reaction.  Ask your instructor for source approval if in doubt.


You should also consider incorporating relevant and reputable statistical and other social scientific data collected by researchers, governments, and other agencies and organizations.  A wealth of such archived data is publicly accessible through the Internet, and their use can help you better understand your issue and develop a stronger analysis and critique. Again, if in doubt, ask your instructor for approval of your data source.


If you do not properly cite those external sources that contributed to your work, then you are guilty of plagiarism.  This will not be tolerated and may result in immediate and serious academic penalties.  If you have any questions as to when and how to use citations and references in you essays, please contact your instructor.  Your final essay will also be formatted according to the relevant portions of the American Psychological Association Style Guide.  The main text of your essay will consist of no more than 3,500 words (or about fifteen pages).  While it possible to construct a successful essay in fewer words, this assignment is comprehensive and detailed enough that most students will find it a challenge to successfully address all of its points in the allotted space.  Begin work on your essay early and leave plenty of time for revision to assure the best possible grade.


 


SO315 CORE ASSESSMENT


            Select one identity group that is now or has historically been a minority or subordinated group in the United States.  Your group may be a “minority” based on race, ethnicity, national origin, religion, culture, socioeconomic status, gender, sexual identity or preference, or some other characteristic or combination of characteristics (but you must receive your instructor's permission before beginning your project).


Briefly summarize the history of that group in this country, and the dominant group's response to their presence.  Compare and contrast that group's characteristics and sense of identity with those ascribed to them by the mainstream.  Describe the group's primary strategy or strategies for carving their niche in American society (i.e., assimilation, accommodation, separatism, or radicalism), and the dominant group's responses to those strategies.  Discuss the degree to which the minority group has (and had) a cohesive identity.  Analyze how and why the subordinated and dominant groups adopted these particular strategies.  What inaccurate stereotypes does the dominant group tend to have about the minority, and vice versa?  Use the conceptual and theoretical tools of the course and your outside sources to clarify and enrich your analysis.


Discuss and evaluate the personal and group consequences of this minority status for both the subordinated and dominant groups.  Discuss specific types of prejudice and discrimination directed toward the minority group.  Examine and evaluate the minority group's strategy for advancing within the larger society's opportunity structure.  Evaluate the relative success of these strategies, compare and contrast them with other appropriate groups, and argue whether another approach might be more successful, especially given the possible differences in culture, ethics, and goals between the minority and majority groups.  Justify and support your conclusions.  Explain how specific social scientific theories and research helps you to draw these conclusions.  Why?


Now that you have a clearer and more defensible understanding of the evidence and the mechanisms at work, discuss the prospects for this group over the next two decades.  Defend and justify your conclusions.  What shared strategies and individual decisions would help guide this group in the most generally useful and beneficial direction?  Defend and justify your conclusions.


 


Link to Class Rubric

Class Assessment:

 
     Class assessment is based broadly in four areas:  1) Student participation in class, 4 weekly journals (explained in organizing class), presentation summary to class of the student's core assessment; 2) Completing the mid-term as scheduled; 3) Completing the final exam; and 4) Presenting to Tweetybird an electronic copy (as attached e-mail in .doc format) to both e-mail addresses.  Grading will be done as seen below.

Grading:
  Evaluation is based on the following with percentage breakdown:

          1.  Student participation in class as noted by Tweetybird, 4 weekly journals completed in a timely fashion and format, attendence in class, and a creative summary presentation of the core assessment paper.  There are to be 4 journals, 1 every Monday night submitted electronically as an attachment in .doc format or .rtf format, NOT as "in-line" part of the e-mail.  It is to be completed by midnight of that Monday starting on Monday, August 27 and every Monday by midnight thereafter with the last one being on Monday, September 17.  The value of the journals will be up to 3 points each IF they are in the right format and are attached and also timely.  They are to consist of two paragraphs--the first paragraph being something new you learned in class, our discussions, readings, or you heard the past week in regards to minorities; the second paragraph is to answer the question: "so what?" in what kind of impact did it have on you.  These 4 journals count up to 12 points total.  Also, participation and attendance in class counts as well--up to 8 points, with each absence unexcused resulting in the lost of one point for each absence and the lost of 1/2 point of being late for class or leaving early from class.  Class presentation will count up to 5 points and will be the class average based upon the check-list to be used for student evaluations.  All three of these will count up in value of up to 25 points--but be cautious in terms of attendance, you could actually suffer a loss of points beyond that for unessesary absences.                       Value:  25%

          2.  Student completing mid-term exam in  a timely manner as scheduled.      Value:  25%

          3.  Student completing final exam in a timely manner as scheduled.               Value:  25%

          4.  Student presenting electronically to Tweetybird his/her core paper as scheduled.         
                                                                                                                             Value:  25%

                                           Total Grade Value:  100%

     There may be unannounced quizzes, depending upon class participation.

     Each of the four composite evaluation items will have equal value.  They will be averaged to produce the following semester final grades and grade points based upon the course being a three-hour course:

                    A=93-100 (excellent--12 grade points)

                    B=85-92 (good--9 grade points)

                    C=77-84 (average--6 grade points)

                    D=70-76 (poor--3 grade points)

                    F=69 or less (failing--0 grade points)

     Students are responsible for keeping up with their exam grades as the exams will be recollected and maintained by Tweetybird until all have taken that particular exam.

     Remember:  During the class each student is required to make a creative summary presentation of his/her core assessment.  Presentations may be made during any class after conferring with Tweetybird.  The last class of October 10 will be the final class in which students may make their presentations.  There will be a "sign-up" date for the presentations which will be done on a "first-come, first served" basis--you have to be present in class to "sign-up," or risk whatever the "leftovers" will be, time-wise.

     Note:  For the student who wants to achieve extra credit, he/she may go to a major 4-year college or university (such as Barton in Wilson, Wesleyan in Rocky Mount, ECU in Greenville, Campbell in Buies Cree, UNC-Chapel Hill, UNC-Wilmington, NC State in Raleigh, St. Augustine in Raleigh, or any other major college or university) to do his/her research.  This is worth an additional 3 points on the final course average.  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 library document (such as the library's floor-plan) and attached to the core assessment paper when given to Tweetybird.  Additionally, one point can also be gained by going on-line to evaluate this course near the end of the semester--again this MUST be documented by printing the last page that thanks the student for participating.

Late Submission of Course Materials:
  In some situations it may be unavoidable to have to miss a class or have to complete a make-up exam or turn in material late.  Make-up exams are to be arranged ahead of the scheduled time, unless due to death or illness in the family or by student.  They will be conducted at a time to be arranged within two weeks from the original exam date.  A total of one make-up exam is permitted during this mini-semester for any circumstance.  Failure to make up an exam or any other class material results in a grade of "0" for that work.  "Out of paper, printer not working, the dog ate my notes" or other such similar statements do not qualify as exemptions.  The student is to plan ahead.  Also students are responsible for obtaining any missed material and/or notes from a classmate.  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 (available in the Park office).  For each class a paper is late, the grade drops one letter from what the grade might have been if completed on time.  If the student knows, due to work or some other unavoidable situation that he/she will be absent,, inform Tweetybird--missing a single class in the mini-semester framework is like missing a whole week of regular college classes.

Classroom Rules of Conduct:
 In this section we are not talking only about "classroom rules of conduct," but also of "courtesy."

     1.  What goes on in the classroom remains in the classroom.  Sometimes in our enthusiasm some people make comments that they really did not mean to say and would not wish them to be revealed beyond the doors of the classroom.  Thus the first rule is that we observe other people's classroom confidentiality.  If a student says something about himself/herself and wishes to repeat it outside of the classroom, that is his/her prerogative.

     2.  Personal perspectives will be valued.  No personal or character attacks are allowed.  Any degrading or discriminatory remarks or behaviors to or about the person are not acceptable nor are they conducive to learning.  If the issue at hand may be appropriately challenged based upon educational constructs and critical thinking, then that is allowed.

     3.  All discussions will reflect an exchange of informational experiences, ideas, and opinions focused on the subject(s) at hand.

     4.  Because of some potentially sensitive subject matter, courtesy needs to be maintained in the classroom at all times.  From time to time there may be words or expressions used that may appear "offensive" to some, but yet often used by others without intending to "offend."  Generally, while in class, we will use more "neutral" and academically correct terms.

     5.  Active cell phones, PDA's, recorders (analog or digital), pagers, IPOD's, smart-phones and/or laptop computers are not permitted during any scheduled class period unless directly used in a presentation.  This means no use of any forms of electronic communications or devices during class--whether they are verbal, pictorial, or text messaging.  Such devices are disruptive of the class.  Remember, you signed up for this class, knew the hours of attendance, thus you are to have planned to focus your time on this class.  Uee break times to conduct personal communications.

     6.  Communication with Tweetybird between sessions of class:  From time to time, it may be necessary to communicate with Tweetybird between classes.  The BEST way is by e-mail and those two addresses are already posted herein.  It may be necessary for Tweetybird to communicate with the class as a whole or individually upon occasion.  He will be using the student's Park University e-mail address which can be reached from any computer with internet access throughout the world.  If you have not activated your e-mail account, you can very easily do so by using yhour student id number and password.  If you do not know that information, you can contact the local Park University administrative office at 252-447-0461 and someone in the office will be pleased to help you.  In the past there have been some technological glitches in using such services as Yahoo or Hotmail and e-mails have been known to be lost.  Since Tweetybird is on-call throughout the state and nation, he does not use a traditional land-line phone, but rather the cell phone as primary contact.  If he is not available by his cell phone, be sure to leave a very brief message complete with phone number including area code and the best time for him to call you back.  If you leave a verbal message, it will need to be quick or you can call back and continue talking.  Since Tweetybird is subject to being up "all hours, " you may want to suggest a time he can call back if he is not able to call you right back at the time he gets your page.

     7.  Remember what we learned in kindergarten:  talking one at a time, no hitting, no wandering around from our seats, and no private "side-bar" conversations while the class is in session.

Course Topic/Dates/Assignments:
We will adhere to the following suggested schedule in terms of material to be covered, although we will be flexible as needs dictate. Remember: Each Monday, starting the second Monday and four in a row and numbered, there is to be turned in a journal of the previous week by midnight of that Monday (or e-mailed before Monday). Also, when you are ready to make a summary presentation of your core assessment, please let Tweetybird know--presentations may be done throughout the class schedule--even before the final electronic copy of assessment is submitted.  .

Aug. 20 FI 2012 begins

Aug. 20 Orientation to Syllabus, ground rules, Chapter 1

Aug. 22 Continue rest of Chapter 2-4

(Add-drop period is Aug. 20-27)

Aug. 27 LATE START CLASS, Journal #1 by midnight, Complete Chapter 5

(Aug. 28-Sept. 23 Dates of Withdrawal)

Aug. 29 1 Complete Chapter 6

Sept.  3 Labor Day--holiday, but Journal #2 still must be submitted--do it early!
 
Sept.  5 Chapters 7-8

Sept. 10 Journal #3,  MID TERM EXAMINATION

Sept. 12, Chapters 9-10

Sept.  17, Chapters 11-12  

Sept.  19 Chapters  continue on 11-12,
 
Sept.  19  Chapters 13-14

Sept.  24 LATE START CLASS  Journal #4, Chapter 15, 

Sept.  26  Chapters 15 Sign up for presentations starting at 7:50 PM Sharp, based upon numbers.

Oct.    1  Catchup as needed, start presentations

Oct.    3  CORE ASSESSMENT Electronic copy due by midnightpresentations

Oct.    8   FINAL EXAMINATION, presentations

Oct.    10 finish presentations, wrap-up, evaluations

Oct.    14 End of F1, 2012 --Have a good school break and get ready for Fall 2!

Thanks for being in this class and what you have offered to the class. I wish you continued success in your personal, family, professional, and educational development. 'Take care and 'stay safe.

---Tweetybird

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 .


Attachments:
Brief Bio-sketch of instructor

Academic contract between Student and Instructor

Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Evaluation                                                                                                                                                                                                                                                 
Outcomes
2, 6, 7, 8                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           
•  Critically, creatively and thoroughly evaluates at least 7 well-selected course materials, and develops more than 1 application or conclusion for each, as used in the assignment.  Identifies and successfully defends at least 2 strengths and weaknesses for each.  All critical evaluation is justified and supported through well-crafted reason and evidence.  Goes beyond assignment expectations in the quantity and quality of critical evaluation.
•  Justifies all arguments through the integrated application of comprehensive and detailed critical reasoning and scientific evidence.  Displays significant creativity and initiative.
•  Reflexively and creatively evaluates at least 3 strengths and 3 weakness of their own and at least 3 others' assumptions, arguments, analyses, conclusions, and applications.
 
•  Critically evaluates appropriate selected course materials, and at least 5 outside academic sources appropriate to the assignment and an upper division course.  Identifies both the strengths and weaknesses of each major concept or position, and justifies their evaluation through reason and evidence.
•  Justifies most arguments (all but 1 or 2) through the integrated application of appropriate and sufficiently detailed critical reasoning and scientific evidence.
•  Reflexively identifies at least 2 strengths and 2 weaknesses of their own and at least 2 others' assumptions, arguments, analyses, conclusions, and applications.
 
•  Demonstrates little critical evaluation (no more than 3 or 4 attempts), or such evaluation presented is inappropriate to the assignment or topic.  Fails to offer a balanced evaluation of some concepts or positions.  Fails to consistently explain and justify their reasons or evidence for all points.
•  Justifies no more than 3 or 4 of their arguments in an appropriate manner.  Fails to integrate appropriate and sufficiently detailed critical reasoning or scientific evidence for each major point.
•  Fails to demonstrate critical reflexivity, or presents biased arguments against those positions with which they disagree or for those arguments or evidence that supports their pre-existing biases.
•  May even demonstrate critical thinking skills, but they are used in the “weak sense” and work only to support their foregone (biased) conclusions.
 
•  Demonstrates no critical evaluation — or makes 3 or more major, or many minor, critical errors.  Modes of evaluation are inappropriate to the assignment and level of an upper division course.  Arguments are unbalanced and demonstrably biased.
•  Fails to offer any appropriate justification for arguments.  Uses little critical reasoning or scientific evidence, none at all, or such reasons and evidence is wholly inappropriate.
•  Is not appreciably critical or reflexive, and may evidence merely seeking to confirm their pre-existing opinions without subjecting them to critical testing.
 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
4, 7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
•  Displays particular judgment in selecting and integrating more than 5 outside academic sources (in excess of assignment requirements).
•  Integrates, compares and contrasts differing sources and perspectives without error and in creative and especially effective ways.
•  Incorporates sources from popular or mainstream media or personal experience (in addition to those above) as particularly apt illustrations of course content and other outside academic resources.
•  Draws several accurate, justified, and creative connections among multiple concepts and sources consistently at or above the level of an upper division course.
 
•  Correctly integrates a at least 5 outside academic sources appropriate to the assignment and to an upper division course.
•  Integrates, compares and contrasts differing sources and perspectives with no major errors and more than a few minor errors.
•  May also incorporate sources from popular or mainstream media (in addition to those above), 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 5 accurate and justified connections among multiple concepts and sources.
 
•  Attempts to integrate at least 4 outside academic sources, but does so with 1 major error or with several minor errors.  Or incorporates outside sources with little or no attempt at their integration or synthesis.  Or with attempts at synthesis not consistently meeting the level of an upper division course.
•  Insufficient integration, comparison or contrast of differing sources and perspectives with 1 major, or several minor, errors.  Or includes only sources on one side of an issue where there is legitimate and obvious disciplinary disagreement.
•  Evidences little, if any, discernment between academic and popular sources.
•  Draws fewer that 5 connections among concepts and sources.  May contain 1 serious error or several minor errors.
 
•  Little, if any, attempt to integrate outside academic sources (no more than 4 sources).  Contains more than 1 major error or many minor errors.  No significant attempt at synthesis appropriate to an upper division course.
•  No significant comparison or contrast among sources and perspectives.  May demonstrate 2 or more major errors or many minor ones.
•  Evidences no discernment between academic and popular sources.
•  Draws fewer than 5 connections among concepts and sources, and those attempts contain 2 or more major errors, or many minor ones.
 
Analysis                                                                                                                                                                                                                                                   
Outcomes
1, 4, 5, 8                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           
•  Demonstrates exceptional command of a full range of concepts and theoretical perspectives presented in the course, with more than 5 well-developed examples.  Introduces at least 2 additional relevant findings or theoretical and conceptual distinctions.
•  Exceptional analysis of a wide range of appropriate course materials (more than 5) and outside sources (more than 2) beyond the assignment guidelines and without error.
• Presents creative and sophisticated reason, logical justification, and exceptionally high evidentiary standards consistently at or beyond the level of an upper division course.
 
•  Demonstrates sufficient command of appropriate concepts and theoretical perspectives presented in the course, and successfully uses at least 5 course concepts.
•  Successfully analyzes at least 5 appropriately selected course materials, and least 2 outside sources, without major error.
•  Identifies and exemplifies forms of reason, justification and evidentiary standards appropriate to the level of an upper division course.
 
•  Demonstrates insufficient command of appropriate concepts and theoretical perspectives at the level of an upper division course, insufficiently or unsuccessfully use the chosen analytic tools, or chooses inappropriate analytic tools.
•  Analysis of appropriate selected course materials contains 1 major error or several minor ones.  May not attempt significant (or any) analysis of outside materials or examples.
•  Uses some inappropriate reason, evidence or justification.
 
•  Fails to demonstrate any sufficient command of appropriate concepts and theoretical perspectives.  Fails to sufficiently or successfully use their chosen analytic tools.  Chooses some inappropriate analytic tools.
•  Analysis of inappropriate course materials or contains at least 2 major errors or many minor ones.  No attempt at analysis of outside materials or examples.
•  Uses inappropriate, insufficient, or unjustified reason or evidence.
 
Application                                                                                                                                                                                                                                                
Outcomes
2, 3, 6, 7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           
•  Demonstrates and justifies exceptional command of factual course materials (more than 4 instances).  Creatively and effectively employs more than 2 salient outside examples.
•  Creatively and consistently applies course materials to 3 or more relevant personal, social, and historical examples without error.
•  Creatively, effectively, and illustrates and supports all points through well-chosen and integrated relevant examples, details, and supporting information consistently at or above the level of an upper division course.
 
•  Demonstrates and justifies sufficient command of factual materials presented in the course (at least 4 instances), and at least 2 outside sources.
•  Applied course materials to at least 3 appropriate personal, social, or historical examples without major error.
•  Provides adequate illustration and support of all points through salient and relevant examples, details, and supporting information at the level of an upper division course.
 
•  Demonstrates insufficient command of factual course materials (fewer than 4 instances).  Fails to meaningfully incorporate outside examples.  Does not consistently or adequately justify their inclusion.
•  Inappropriate or insufficient (fewer than 3) personal, social, or historical examples.  Any applications, such as there are, may contain 1 major error or several minor errors.
•  Provides inadequate illustration and support of a few key points (no more than 4) or several minor ones.  Examples, details, and supporting information is often tangential or its connection is incompletely explained and justified.
 
•  Fails to demonstrate meaningful command of factual course materials.  Rarely justifies their inclusion or makes serious and consistent omissions (more than 2).
•  Lacks meaningful, relevant, or significant personal, social, or historical examples, or those provided are completely inappropriate to the assignment.  May contain more than 2 major errors or many minor errors in application.
•  Provides little, if any, support for even key points.  Examples, details, and supporting information is lacking, irrelevant, or unexplained.
 
Content of Communication                                                                                                                                                                                                                                   
Outcomes
4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
•  Goes beyond the strictures of the assignment through the use of exceptionally precise, accurate and expressive language chosen for a well-defined audience.  May even successfully integrate the needs of multiple audiences.
•  Is exceptionally well organized, unified, focused, flowing, or has a particularly well-suited opening and closing.  Nuanced and precise control of language.
•  Presents a balanced and thoughtful treatment of controversial research or policy issues, even as it clearly communicates an advocated position.
•  Utilizes technical terminology from the course and outside reseaarch in an advanced, nuanced, and precise manner consistently at or exceeding the level of an upper division course.
 
•  Responds fully and completely to the assignment using appropriate, direct language and expresses its purpose clearly and persuasively for the needs of a defined audience.
•  Well-organized, unified, focused, flowing, and opens and closes effectively.
•  Presents one side of controversial research or policy issues well and completely, and makes a serious (though perhaps not completely successful) effort to communicate alternatives.
•  Correctly utilizes technical language from the course and outside research in a manner appropriate to the assignment and level of the course.
 
•  Fails to respond fully or completely to the assignment.  Language is sometimes inappropriate, flaccid, or confusing and does not express its purpose clearly and persuasively.  Audience is undefined or inconsistent.
•  Lacks some organization or unified argument.  May be slightly unfocused.  Has significant problem with flow or effective opening and closing passages.
•  Evidences bias or makes little effort to communicate serious alternatives.
•  Has 1 or more major, or, more than a few minor, terminological errors.
 
•  Falls significantly short of the assignment strictures.  Language is often inappropriate, flaccid, and confusing, and does not express a clear or persuasive purpose.  No clear sense of audience.
•  Is disorganized, disjointed, unfocused, or stilted.  Unsuccessful or lacking in its opening and closing.
•  Evidences significant bias.  Makes no effort to communicate serious alternatives or digresses into mere opinion or ideology.
• Has 2 or more major, or many minor, terminological errors.
 
Technical Skill in Communicating                                                                                                                                                                                                                           
Outcomes
1, 2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
•  Has no errors in spelling, grammar, punctuation, vocabulary, structure and format.
• Evidences literacy, numeracy, rhetorical, and information processing skills at or beyond the level of an upper division 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 more than 1 major error, 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 upper division course.
•  Consistently, but not completely acknowledges and documents (through in text citations and an accompanying references section) all directly used sources.  May evidence no more than 3 minor problems with indirect attribution or a few small errors in reference format.
•  1 or a few minor errors in the application of relevant portions of APA format.
 
• Has 2 or more 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 upper division course.  May include up to 2 major errors or a few minor ones.
•  Incompletely or inconsistently acknowledges and documents (through in text citations and an accompanying references section) all directly used sources.  May evidence 1 major problem, or a few minor problems, with indirect attribution or several errors in reference format.
•  1 major error, 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 2 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 upper division 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 error, or several minor errors, in the application of relevant portions of APA format.
 
INTERDISCIPLINARY                                                                                                                                                                                                                                          
Outcomes
2, 3, 4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Demonstrates ability to analyze and evaluate the social history of American inter-group relations with no significant or noticeable errors. Demonstrates ability to analyze and evaluate the social history of American inter-group relations with only a few minor and no major errors. Does not demonstrate a successful or consistent ability to analyze and evaluate the social history of American inter-group relations. Contains 1 or 2 major errors or several minor ones. Fails to demonstrate an appreciable ability to analyze and evaluate the social history of American inter-group relations. Contains more than 2 major errors and omissions, or many minor errors and omissions. 
CONTEMPORARY                                                                                                                                                                                                                                               
Outcomes
8                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Demonstrates ability to analyze and evaluate current issues in minority group relations with no significant or noticeable errors. Demonstrates ability to analyze and evaluate current issues in minority group relations with only a few minor and no major errors. Does not demonstrate a successful or consistent ability to analyze and evaluate current issues in minority group relations. Contains 1 or 2 major errors or several minor ones. Fails to demonstrate an appreciable ability to analyze and evaluate current issues in minority group relations. Contains more than 2 major errors and omissions, or many minor errors and omissions. 

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Last Updated:8/10/2012 11:07:07 AM