Shoreline Community College annual outcomes assessment report—2002-03
Download 1.37 Mb.
|
- Navigate this page:
- C-10 Communication Assignment Cover Sheet
- Other Outcomes Addressed
- Group Participation 4 points each week X 10 weeks = 40 points
Other Outcomes AddressedInformation Literacy: I, II, IV General Intellectual Abilities: I, II ISP 103 - Sowards & Idiart Sample Essay Analysis You will write five essay analyses this quarter, so it is important that you understand what you need to accomplish for this assignment. Keep this handout and refer to it as you compose your analyses in the coming weeks. General Rules: Use complete sentences and paragraphs. Paragraphs should be coherent. If you quote or closely paraphrase, include page number at the end of the sentence (34). The analysis should be typed. Single spacing is fine and saves paper. You should be able to do this assignment on one side of a page, single‑spaced. If it goes much longer, you are probably not being concise enough. These are the requisite components: Topic and Scope of Essay: In this section, you should briefly outline the topic of the essay and its scope (i.e., its parameters, including time, place, people, etc.) This can often be accomplished in one or two sentences. Author's Thesis and Main Points: Here, you will need to identify the author's thesis, or argument. After stating that, you will outline the main points the author uses to support her/his argument. You do not need to be excessively detailed, but some specifics are necessary. This will be the longest portion of your analysis and will demonstrate how well you understood the essay. Do not feel that you have to identify a sentence within the essay that announces the author's thesis. You may have to write a sentence that captures the argument yourself. Critique: Your critique is your opportunity to evaluate the essay. You ought to consider how well the author supports her/his thesis and how significant that thesis is. You should avoid critiques that state merely that the essay was a "quick and easy read" or that it was "too difficult to understand" or that you liked/disliked it or that it was too long. Be specific in your praises or complaints; providing examples of the strengths or flaws helps your critique's persuasiveness. Here is your chance to show how strong a thinker you are. This is the most important section, in my mind, and students most frequently fall short here by not evaluating the importance of the essay's argument. HERE IS A SAMPLE: William Cronon, "Native Americans and the Environment" Topic and Scope: William Cronon examines the relationship between American Indians and the natural environment. Specifically, he compares northern New England and southern New England communities and their subsistence activities as of the 17th century. Thesis and Main Points: Cronon argues that ecological cycles formed the centerpiece of American Indians' subsistence and cultural patterns and created a sustainable relationship with the environment that European colonists ultimately did not understand or reproduce. By favoring some species over others during specific seasons and by moving from one place to another, Native Americans limited their demands on New England ecosystems. Mobility defined American Indian subsistence patterns and was determined in large part by environmental factors. Native Americans in northern New England relied heavily on hunting and fishing. Northern New England populations tended to be small, allowing them to limit food scarcity in a climate too harsh for agriculture. Meanwhile, smaller populations reduced the ecological impact of Native Americans. On the other hand, American Indians in southern New England practiced agriculture that was so productive they were able to store surplus food. The abundance of their crops allowed their communities to withstand harsh winters and promoted larger populations densities. Southern New England agriculture seemed disorderly, as it planted several plants together (namely, corn, beans, and squash) in a combination that yielded high production, discouraged weeds, and preserved soil moisture (11). Southern New England Indians hunted but did not rely on it as heavily as their northern neighbors. In both regions, a gender‑based division of labor characterized cultural and economic practices. Generally, this division meant men dominated activities, such as hunting, that took them away from their homes. Women controlled activities closer to home, such as most agricultural and food preparation activities, which did not conflict with child‑rearing responsibilities. This division of labor enabled women to possess significant power in native communities, and it confused Europeans who believed Indian men were lazy while Native women faced constant drudgery. The environmental impact of Native Americans' activities was significant. A southern New England village of 400 could process 8,500 pounds of deer and 7,000 pounds of bear each winter (14). In addition, women cleared forests to make way for agricultural fields, and Indians maintained open forests by routinely burning away the underbrush. Continual farming and hunting eventually led to declining yields, prompting communities to relocate. Despite this use and occasional overuse, the Indian ecology of New England generally permitted a stable and abundant existence. Cronon's final point contrasts New England's native population with the oncoming European population. The mobility that characterized Indian land use gave way to a strong emphasis on permanence. Cronon makes this point clearly: "English fixity sought to replace Indian mobility; here was the central conflict in the ways Indians and colonists interacted with their environments" (18). These differences between European and Indian concepts of land and subsistence were leading factors in the conflict that arose after contact. Critique: Cronon has written a convincing essay about the relationship between people and nature in 17th‑century New England. The topic is significant, for it reveals the intricacies of environmental and cultural history. Moreover, this essay is important, because it demonstrates how diverse American Indian populations in colonial America were and how well they manipulated and adapted to existing environmental resources. By examining northern and southern New England Indians, Cronon illustrates the complexity of land use patterns and cultural beliefs and activities, including geographical and gender differences. In addition, this essay dispels the myth that Europeans discovered a pristine, untouched environment. Overall, Cronon effectively covers the topic and improves our understanding of the environmental and cultural setting of colonial America. C-10 Communication Assignment Cover SheetDiscipline: Intra-American Studies Instructor: Betsey Barnett Course: IAS 103: Introduction to Multicultural Studies Course Prerequisites: Assignment Title: Main Discussion Board and Group Participation Assignment Description: Post to online main and group discussion board about the readings and lectures for the week. Student Population: First and second year students enrolled in a course that meets the general education core requirement in multicultural understanding.Assignment Timeframe: Four times weekly throughout the quarter Multicultural Understanding Outcomes Addressed: I. Listen to, understand, evaluate and respond to verbal and non-verbal messages. II. Comprehend, analyze and evaluate information in a given text (such as a story, essay, poem, textbook, etc.).
VI. Assess themselves as communicators, based on the standards of clear and effective communication expressed or implied above and make adjustments and improvements in their communication strategies. Other Outcomes AddressedCommunication: I, II, IV Multicultural Understanding: II, III General Intellectual Abilities: I
IASTU 103 - Betsey Barnett, Ph.D.Assignment: Main Discussion Board 4 points each week X 10 weeks = 40 pointsLearning Outcome: II. Using awareness and knowledge about multiculturalism and various groups in the United States, identify issues of power and privilege that exist in all interactions. Describe personal and institutional biases, emotional responses, behaviors, practices and language that impact individuals and groups. Describe specific benefits and costs to individuals and groups directly related to race, social class, gender, sexual orientation, disability and culture Do the assigned reading for the week. Check in every day to the Main Discussion Board Post at least 4 times each week, either by replying to another post, or by starting a new thread. You may comment on the Sessions, the readings, other student comments, etc. When responding to another post, select a sentence or two from the post you are responding to and copy and paste into your response frame. Look carefully at how I do it and you will see what I mean. Your posts should be substantive. One or two paragraphs is about right, although of course you may write more if you wish. You may post as many times as you like. To receive credit, at least 4 of your posts must meet the Discussion Board criteria. Group Participation 4 points each week X 10 weeks = 40 pointsLearning Outcome: III. Function effectively in multicultural settings. A. Use appropriate face-to-face and online communication strategies to work through differences. B. Make judgments and decisions by considering as many points of view as possible. C. Recognize individual power and privilege. Check in with your group every day Groups have assignments to consider each week. You must comment on whatever issues there are at least 4 times each week You may attempt to answer questions, comment on your ideas, respond to someone else’s ideas, etc. You may post as many times as you like. To receive credit, at least 4 of your posts must meet the Discussion Board criteria. Groups online are often challenging, and they are a critical component of this course. Please commit to making this part of the class work for you. I will assign groups beginning the second week of the quarter. That should give everyone a chance to enroll in Blackboard. I’ll let you know when you can start to access the group pages.
C-11 Communication Assignment Cover Sheet Discipline: Criminal Justice Course: CRIMJ 138: Juvenile Procedure Instructor: Linda Forst Course Prerequisites: CRIMJ 131 preferred Assignment Title: Mid-Project Assessment Assignment Description: Students write a paper chronicling a juvenile offender's progression through the juvenile justice system. Student Population: Generally these students are in the early stages of their criminal justice course work. Majors and non-majors take the course. Assignment Timeframe: Students get this assignment at the beginning of the quarter in their syllabus and turn it in during Week Seven. Communication Outcomes Addressed: I. Listen to, understand, evaluate and respond to verbal and non-verbal messages. II. Comprehend, analyze and evaluate information in a given text (such as a story, essay, poem, textbook, etc.).
Assess themselves as communicators, based on the standards of clear and effective communication expressed or implied above and make adjustments and improvements in their communication strategies. Other Outcomes Addressed General Intellectual Abilities: I Multicultural Understanding: II Criminal Justice 138 Juvenile Justice Forst
You are required to write a short paper on a juvenile and his/her progression through the juvenile justice system. This paper is worth 35 points. This will be an opportunity to be as creative as you like. You will “invent” a juvenile offender and chronicle their progression through the justice system. This will be a fun assignment in that you make up the circumstances, their history, their offense, their guilt, and what happens in the “system.” It will require an understanding of the juvenile justice system and how it works. Correct terminology will be expected as well as “believable” outcomes. For those of you who have always wanted to try your hand at “fiction writing” this is your opportunity. The paper will not require any references though you may use them if desired. The minimum length will be 4-5 pages but you can write more if the creative juices are flowing. This will be written in compliance with “Requirements for Written Work” a handout which you will be given and evaluated by the criteria identified in the “Instructor Evaluation” form. INSTRUCTOR EVALUATION:
CLEAR
WELL- ORGANIZED DEMONSTRATES KNOWLEDGE OF SUBJECT APPROPRIATE TO ASSIGNMENT
WELL-ORGANIZED INTRODUCTION USED CORRECTLY IF APPROPRIATE EACH PARAGRAPH HAS A MAIN FOCUS PARAGRAPHS FLOW / EFFECTIVE TRANSITIONS CONCLUSION UTILIZED CORRECTLY IF APPLICABLE STYLE: ___________________ WORD CHOICE IS VARIED & APPROPRIATE INAPPROPRIATE JARGON & SLANG AVOIDED VARIETY OF SENTENCE STRUCTURES REPETITION OF WORDS/PHRASES AVOIDED
COMPLETE SENTENCES (NO RUN-ONS OR FRAGMENTS) SPELLING CORRECT/ CORRECT WORDS USED NO TYPING ERRORS CONSISTENT POINT OF VIEW VERB TENSES CORRECT/ S-V AGREEMENT FOLLOWED DIRECTIONS: ___________ COVER PAGE (NAME, DATE, COURSE) CORRECT NUMBER OF PAGES FONT/SPACING/MARGINS/PGS. NUMBERED/ATTACHED REFERENCES (IF APPLICABLE) DONE CORRECTLY & ACCURATELY TURNED IN ON TIME REQUIREMENTS FOR WRITTEN WORK ALL WRITTEN WORK WILL BE JUDGED ON SPELLING, GRAMMAR, SENTENCE STRUCTURE, COHERENT ORGANIZATION, RELATIVE CONTENT, AND COMPLETE AND ACCURATE REFERENCES. (WORK MUST BE PROOFREAD AS “SPELL CHECK” WILL NOT CATCH THE UTILIZATION OF THE WRONG WORD) ALL WRITTEN WORK WILL BE TYPED IN A LEGIBLE, CLEAR TYPEFACE…WITH A FONT SIZE OF 12 (EXCLUDING HEADERS). IT WILL BE DOUBLE SPACED WITH MARGINS OF 1” ALL AROUND (LEFT MARGINS OF 1 ½” ARE ACCEPTABLE). THERE WILL BE A COVER PAGE INCLUDING THE TITLE, STUDENT’S NAME, COURSE AND DATE. ALL PAGES WILL BE NUMBERED AND ATTACHED WITH A PAPER CLIP OR STAPLED. REFERENCES WILL BE WRITTEN AS SPECIFIED BY THE “PUBLICATION MANUAL OF THE AMERICAN PSYCHOLOGICAL ASSOCIATION.” SOME EXAMPLES ARE GIVEN BELOW BUT MORE SPECIFIC EXAMPLES ARE AVAILABLE IN THE MANUAL OR ON THEIR WEBSITE FOR “FREQUENTLY ASKED QUESTIONS” www.apa.org/ go to “Quick Links” “APA style helper” and “FAQs” REFERENCES SHOULD CONTAIN ALL INFORMATION NECESSARY FOR UNIQUE IDENTIFICATION AND LIBRARY SEARCH OF MATERIAL. THEY SHOULD BE LISTED ALPHABETICALLY BY THE FIRST WORD IN THE CITATION (USUALLY THE FIRST LETTER OF THE FIRST AUTHOR’S LAST NAME). JOURNAL ARTICLE: Berkerian, D.A. (1993) In search of the typical eyewitness. American Psychologist, 48 (3), 574-576. Klimoski, R. & Palmer, S. (1993). The ADA and the hiring process in organizations. Consulting Psychology Journal: Practice and Research, 45 (2), 10-36. MAGAZINE ARTICLE: Posner, M.I. (1993, October 29). Seeing the mind. Science, 262, 673-674. BOOK: Mitchell, T.R. & Larson, J.R., Jr. (1987). People in organizations: An introduction to organizational behavior. (3rd ed.) New York: McGraw-Hill. NEWSPAPER ARTICLE: Schwartz, J. (1993, September 30). Obesity affects economic social status. The Washington Post, pp A1, A4. NEWSPAPER ARTICLE – NO AUTHOR: New drug appears to sharply cut risk of death from heart failure. (1993, July 15) The Washington Post, p. A12. C- 12 Communication Assignment Cover Sheet Discipline: Astronomy Course: Astronomy 101: Survey of Astronomy Instructor: Art West Course Prerequisites: Math 099 Assignment Title: Quiz #4 Assignment Description: Students answer six questions showing all work and providing written explanations and sometimes diagrams. Student Population: Students have various levels of math and English skills but are considered ready for college. Assignment Timeframe: Students complete the quiz during one 50-minute class period. Communication Outcomes Addressed: I. Listen to, understand, evaluate and respond to verbal and non-verbal messages. II. Comprehend, analyze and evaluate information in a given text (such as a story, essay, poem, textbook, etc.).
V. Use supplemental materials (visual, auditory, etc.) to support verbal or written communication; comprehend and evaluate visual messages such as pictures, graphs, and other printed or electronic material. Other Outcomes Addressed Quantitative Reasoning: Download 1.37 Mb. Share with your friends:
|