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SO 141 Introduction to Sociology
Hilliker, Laurel


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 2013 HO

Faculty

Hilliker, Laurel

Title

Assistant Professor of Sociology

Degrees/Certificates

PhD, Sociology
M.A., Sociology
B.A. Sociology

Office Location

MA 227

Office Hours

Tuesdays, 12-4pm

Daytime Phone

18165846808

E-Mail

laurel.hilliker@park.edu

Semester Dates

Janaury 14, 2013 --May 10, 2013

Class Days

-M-W---

Class Time

12:00 - 1:15 PM

Credit Hours

3


Textbook:

Witt, J. 2011.  SOC 2012 Edition (2/E).  New York: McGraw Hill Companies. 

ISBN-13: 9780077403379

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

Recommended, but optional:  ConnectPlus for SOC 2012 2nd Edition; Author Blog:  Jon Witt Blog; Course-wide Content:  Student Edition Online Learning Center SOC 2012

Park’s Counseling Center:  http://www.park.edu/studentlife/counseling/

APA style (free) tutorial:  http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx

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: 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:

First, the focal point of your instructor’s teaching philosophy is to encourage a proper student-teacher relationship by promoting critical thinking.  The main goal is to facilitate the task of intellectual development with students.  The ability to critically analyze issues in contemporary society is an important and valuable skill for success.  However, this priceless and vital way of viewing issues in the 21st century must be learned in a suitable environment where new knowledge can be created.  To accomplish this objective your instructor attempts to create a positive learning environment both in and outside of the classroom.  Promoting intellectual diversity in a respectful and meaningful way in the classroom is highly valued.  Lectures will more than likely incorporate current events, local, state and national concerns, and an interactive discussion attempting to tie them into the course concepts and lecture of the day.  This approach keeps students engaged in the classroom, connected with current events, and develops social capital, as well as allowing expression of one’s individuality.

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.


  Instructor Learning Outcomes
  1. Students will experience an environment for study that is student-centered through their own participation while interacting in classroom discussions related to chapters, current events, and other topics, both individually as well as in large and small groups.
  2. Students will demonstrate their ability to make connections by not only engaging in discussions but also by applying the concepts and lectures into their writing assignments.
  3. Students will increase their understanding of all course materials by attending class and being engaged in the lectures, small and large group discussions and in class assignments.
  4. Students will recognize their distinct uniqueness related to life chances, socio-economic status, gender, race and  life experiences and share them respectfully.
Core Assessment:

Core Assessment (New for July, 2006) 


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

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


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


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


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


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


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


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


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


Part III: Marriage and Family.


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


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


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

Link to Class Rubric

Class Assessment:

 

Class Assessment: Please DISREGARD references to SAGrader in the above Core Assessment guidelines as  your instructor prefers to give you personal feedback on your draft for your research paper [see due dates for draft and final paper in course schedule].  Unless otherwise stated, assignments are due at the start of the class period [as indicated in the course schedule portion of this syllabus].

 

 

Assignment                                  Points

Brief Description

 

Exams                                           350

There will be 3 exams in this course.  Exams 1 and 2 will cover chapters from your text and are each worth 75 points.  Exam 3 is your final exam and is worth 200 points.

Core Assessment                          200

Core Assessment [Research Paper].  This assignment will be divided into two parts, a draft worth 100 points and a final copy worth up to 100 points.  More details in class [see course schedule for due dates]

Homework Assignments [HA]      250

There will be 2 homework assignments due in this course and each will be worth up to 125 points.  These writing assignments will be connected to the development of your core assessment.  You will be instructed in class about specifics.

TOTAL                                       800

 

ATTENDANCE POINTS    10 EX. CREDIT

Pop Quizzes                     TBD-Ex. Credit

There is potential to earn up to an additional 10 points by regular attendance [see Attendance Policy below]

Unannounced pop quizzes throughout semester

Grading:

Your grade in the course is based on the total number of points earned from the above assignments and exams.  There will be no adjustments made to your total points at the end of semester [i.e., no ‘rounding up’ or curving grades].  Therefore, it is your responsibility to keep track of your total points and to meet with the instructor if you are concerned about your points and perhaps in need of a new strategy to study for exams, etc.  Final course grades will be determined as follows:

Item / Assignment

Points

 

 

Exams 1, 2, and 3 [final exam-200 points]

 350

Core Assessment Research Paper Draft

   100

Core Assessment Research Paper Final

                                                                               100

2 Homework Assignments [HA]

HA#1[Part I of CA]  HA#2 [Part II of CA]

                                                                                250

 

 

Total Points Possible

         800

Additional Extra Credit  Points Possible

Up to 10 for attendance & additional points from pop quizzes TBD in class

Letter Grades

 

 

Points

Grade

700-800

A

600-699

B

500-599

C

400-499

D

399 or below

F




 

Late Submission of Course Materials:
For late assignments [if accepted] you will lose 5 points automatically off the grade for the specified assignment.  In addition, you will lose 5 points per day for each day that the assignment is past the due date.  There are no exceptions. If your assignment is late you need to contact your instructor as soon as possible with an explanation.  See page 1 of this syllabus for email address and office hours.  Please use proper subject line in an email, [i.e., Jake Johnson, SO 141 MW]

Classroom Rules of Conduct:

·      ALL cell phones are to be turned to vibrate or to off when class begins. 

·        If you choose to put your cell phone on vibrate, please note that there is NO texting during class. First offense will receive a warning. At the instructor’s discretion, students may be subjected to losing points in the final course for each incident of non-compliance after the first warning.   

·        Any student who brings a laptop to class and is operating it during class needs to sit in the front row.  I trust that if you bring your laptop, you are using it to take notes or view the online power point for the class and that you are NOT on Facebook, email or other social networks.

Student Behavior:

As a student in this class, you will more than likely encounter new ideas, topics, images and discussions that may challenge your worldview.  These different views, values and beliefs may at times be unsettling and even personally offensive or uncomfortable.  You are reminded to be respectful to your instructor and to your classmates.  The instructor of this course reserves the right to warn a student of improper behavior.  If the student does not comply with the warning, they will be asked to leave the classroom.  If the student fails to leave the classroom, Public Safety Officers (police) will be called and the student will be escorted out.  The instructor will also report the disruptive behavior to the proper university governing unit according to university policy.  This action will result in disciplinary action and may lead to removal of the student from the course. 

Course Topic/Dates/Assignments:

Course Schedule [Tentative] for SO 141 SP 2013:

Week

 

1

Day/Date

 

Monday, 1/14

Syllabus Review, Introductions

Readings-Assignments

 

Syllabus

 

Wednesday, 1/16

The Sociological Imagination

Chapter 1

   2

Monday, 1/21

No Classes, Martin L. King Day holiday

 

 

Wednesday, 1/23

Sociological Theory/Dev. of Discipline

Chapter 1, cont.

3

Monday, 1/28

Developing our Sociological Imagination

Chapter 1, cont.

 

Wednesday, 1/30

Sociological Research

Chapter 2

4

Monday, 2/4

Sociological Research`

Chp. 2 cont.

 

Wednesday, 2/6

Culture

Chapter 3

5

Monday, 2/11

Socialization Throughout the Life Course

Chapter 4

 

Wednesday, 2/13

Social Structure & Interaction

Chapter 5

6

Monday, 2/18

No Classes, President's Day holiday

 

 

Wednesday, 2/20

Social Structure in Global Perspective

Chapter 5, cont.

HA#1 DUE

7

Monday, 2/25

Review of  Terms for  Exam #1

Chapters 1-5

 

Wednesday, 2/27

Exam #1

Chapters 1-5

8

Monday, 3/4

Deviance

Chapter 6

 

Wednesday, 3/6

Deviance

Chp. 6, cont.

 

March 10-17

No Classes, Spring Recess

 

9

 

Monday, 3/18

 

Families

Chapter 7

HA#2 DUE

 

Wednesday, 3/20

Sociological Perspectives on Education

Chapter 8

10

Monday, 3/25

Sociological Perspectives on Religion

Chapter 8, cont.

 

Wednesday, 3/27

Government and Economy

Chapter 9

11

Monday, 4/1

Social Class

Chapter 10

DRAFT of CA. DUE

 

Wednesday, 4/3

People Like Us

Chp. 10 cont.

12

Monday, 4/8

Exam 2

Chapters 6-10

 

Wednesday, 4/10

Global Inequality

Chapter 11

13

Monday, 4/15

Gender & Sexuality

Chapter 12

 

Wednesday, 4/17

Race and Ethnicity

Chapter 13

Final CA. DUE

14

Monday , 4/22

Race and Ethnicity

Population,, Health and Environment

Chp. 13, cont.

Chapter 14

 

Wednesday, 4/24

Exam 3

Covers Chps. 11-14

 

15

 

Monday , 4/29

Social Change

Chapter 15

 

Wednesday, 5/1

Review Session TBD

Review Session for Final Exam

16

Monday, 5/6

Final Exam: 1-3pm

Cumulative Exam

HA=Homework Assignment TBD=To be determined        CA=Core Assessment  

The instructor reserves the right to change any portion of the syllabus to accommodate special events, guest lectures, etc.  Students should bring appropriate texts and readings to class every day.  Last Updated: 12/27/12                   

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
Email Policy:
Unless of an emergency, the instructor will usually respond to emails within a 48 hour period when regular classes are in session.  The only exception to this is when there are breaks in semester or recess from class, official Park holidays or during school closings.  
When sending the instructor an email, please include your first and last name, the course name and the class time in the subject line [for example:  Jane Doe, SO 141 MW].  Please provide sufficient information regarding your inquiry and your identity.  

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
Attendance Policy and Extra Credit Points:  
Please attend class regularly and be on time.  It is a huge distraction when students come late to class.  If you are late, please take a seat in the back of class and see the instructor before leaving the classroom so that you are not marked absent.  Again, as stated above, after 3 late arrivals you will need to meet with the instructor.  If you come to class and leave before it ends without discussing the reason with the instructor, you will be marked as absent.  Lastly, you will have an opportunity to earn  attendance points in this course from attending class on a very regular basis.  At the end of the course, the instructor will add the following:
• 10 points if you attend all but 2 classes
• 8 points for attending all but 3 classes
• 6 points for attending all but 4 classes
• No additional points for missing 5 or more classes
The full 10 points allows for two class periods missed during the semester due to an illness or other unexpected absence. This tally will include both excused and unexcused absences.  So, regardless of the reason, I will count all absences when calculating these points.  At the college level, you should take your responsibility to attend classes very seriously.  You will certainly have this expectation from an employer or if you attend graduate school, therefore, there is not an outline of a detailed attendance policy, rather, you will be awarded a small number of additional points to your final grade to recognize your commitment to your educational goals.

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:

Drop Policy:As stated above in
the Attendance Policy and in compliance with Park University’s
policy, students will be dropped from the course after two consecutive weeks of
unexcused absences.




Inclement weather/emergency closing: If a class is cancelled
because of a snow/ice day, the course schedule will remain the same as outlined
in this syllabus.  The only exception is
when a snow day occurs on an exam day, in which case the exam will be given on
the very next scheduled day that we return to campus.




Office Hours: Office hours are
listed on page 1 of this syllabus.  If
you cannot attend my scheduled office hours during these days/times, please
email or approach the instructor in class for an individual appointment.  These specific hours are set aside so that
your questions and concerns can be addressed. 




Extra Credit:  There are two opportunities to earn extra credit in the course.  The first is through regular attendance [see
Attendance Policy].  Next, I will have
unannounced pop quizzes throughout the semester and will determine the value in
class.  Please do not ask me at the end
of the semester how you can earn extra credit points, these are the only ones I
will be offering
.



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:12/27/2012 10:08:28 PM