syllabus spring 2015 sophomore seminarcompositionsyllabi.weebly.com/uploads/9/0/5/9/9059439/... ·...

Sophomore Seminar Policy Statement and Syllabus (ENG 200H – Section 05543) Dr. C. Bickford Spring 2015

Dr. C. Bickford ✍ Sophomore Seminar Honors (ENG 200H) ✍ Spring 2015 ✍

Sophomore Seminar (ENG 200H-05543) Policy Statement and Syllabus (Spring 2015)

Instructor: Dr. C. Bickford Phone: x. 2217 Office: Robert Frost; 106C Email: [email protected] Skype: crystal.bickford1 Cell & Text: (603) 854-4637 Class: M/R 11:00-12:15 Location: ACC; 212

Office Hours (Skype & On-campus): Monday: 9:30-10:30

Tuesday: 9:00-11:00 (Skype Only) Wednesday: 9:30-11:30 Thursday: 8:00-10:00

By Appointment

Please Note: I am both in my office and on Skype during many other times; never hesitate to contact me, at any time, with a question or a concern.

REQUIRED TEXTS & WEBSITES: 1) Solomon, et al. (2013). English 200: Southern New Hampshire University.

Mason: Cengage Learning. ISBN: 978-1-285-12387-5 (custom text)

2) Trimmer, J. F. A Guide to APA Documentation. Mason: Cengage Learning.

ISBN: 978-10-840-03010-8 COURSE PREREQUISITES: You must have completed and passed College Composition I (ENG 120) – or equivalent –with a passing grade. INTERNET/COMPUTER USE:

1. You are responsible for any messages sent between classes. 2. Please bring your laptop to class. 3. You will need ample access to a printer. Please make sure that you are planning

accordingly with either time in the library or printer cartridges at home. Printing problems are not acceptable excuses for late assignments. Make sure to print assignments the night before they are due.

4. Please have a system in place for backing up your work. Every semester, student work is lost to misplaced thumb drives, hardware crashes, stolen computers, etc.


COURSE REQUIREMENTS Research Paper ................................................ 20% Persuasive (Policy Speech) ............................ 15% Annotated Bibliography ................................. 10% Abstracts/Evaluations (2) .............................. 10% Group Presentation (1) ................................. 10% Informative (Problem Speech) ..................... 10% Poster Presentation ........................................ 10% Homework Assignments ............................... 10% Post-tests ............................................................ 5% Participation .................................. 5% [Please notice that there is a built-in 5% “bonus.”] COURSE REQUIREMENTS – DESCRIPTIONS

✦ Research Paper An 8- to10-page research paper will encourage students to explore a topic related to the course theme. This paper will require a variety of research genres and visual elements.

✦ Annotated Bibliography An annotated bibliography summarizes sources for your reader that demonstrates the “conversation of the literature.”

✦ Informative (Problem Speech) This 5-minute speech will identify the central issue to the research paper.

✦ Persuasive (Policy Speech) This 10-minute speech will offer a proposal, or solution, to the issue identified in the research paper.

✦ Abstracts/Evaluations These short writing assignments ask students to summarize and evaluate scholarly articles.

✦ Group Presentation Students will be required to work as a team to present at least one scholarly article.

✦ Poster Presentation The final research project will be presented visually and publicly.

✦ Homework/Exercises Homework will be assigned on a daily basis. Generally, the homework assignments consist of answering questions, bringing in drafts of your essays, and/or completing exercises in MyCompLab.

✦ Participation After completing a questionnaire focusing on your classroom contributions, you will be asked to assign yourself your own participation grade at mid-term and at the conclusion of the semester.

Please refer to your assignment sheet and corresponding grading rubric for specific details regarding each assignment.


COURSE DESCRIPTION: This is a theme-based seminar that builds on the skills learned in SNHU 101 and ENG 120, focusing on information literacy (the ability to locate and evaluate information) as well as written and oral communication skills. The theme of the course will vary according to the instructor, but in all sections, students will conduct extensive research on the topic and communicate their knowledge in a variety of oral presentations and writing assignments that will culminate in a research paper. COURSE THEME: The theme for this course is current topics in education, and students will be encouraged to explore a wide of variety of issues that impact higher education and learning. While students will choose their own area of expertise, class topics may include, standardized testing, distance learning, technology, teacher preparation, community service, family engagement, diversity, discipline, and plagiarism and cheating. COURSE OBJECTIVES: This course is designed to:

✦ enhance students’ skills in written, oral, and visual communication; ✦ introduce students to the fundamentals of information literacy; ✦ enable students to work independently as communicator, researchers, and

critical and creative thinkers; ✦ allow students to delve deeply into the complex issues and enduring questions surrounding a specific

topic. LEARNING OUTCOMES: (* indicates General Education Learning Outcome for “Communication”) By the end of the course, students will be able to:

✦ Locate, evaluate, and integrate relevant information from print and electronic sources; ✦ Critically read and respond to texts; ✦ Demonstrate an awareness of audience, purpose, and genre for oral and written work; * ✦ Demonstrate oral presentation skills, including the use of appropriate verbal and non-verbal skills; * ✦ Convey information - text, data, and images - purposefully and effectively through a variety of

methods;* ✦ Apply process-writing techniques to a semester-long research project; ✦ Follow the conventions of standard English including grammar, spelling, punctuation, and mechanics;* ✦ Reference information ethically and appropriately.*

ASSESSMENT/CRITICAL TASK: The assessment assignment for this course will be: 1) the final research paper with evidence of peer response and 2) the persuasive/policy speech. These must be completed by all students and placed in Chalk and Wire. CLASS SCHEDULE: Class will meet twice a week. In addition, library and/or writing labs may be assigned as necessary.


CLASS REQUIREMENTS: All of the following requirements must be fulfilled in order to pass this course. If you have any questions, you need to contact me as soon as possible. Please do not wait until the end of the semester to address any issues or concerns.

✦ There are no make-up dates for speeches unless you arrange to switch places with

someone. You are required to present on your assigned day. ✦ Please meet with me during the semester to discuss your work. Office hours are listed on the top of

this syllabus and on my office door; however, you are welcome to stop in at any time. I am also willing to communicate via e-mail, Skype, and phone.

✦ You are allowed FOUR excused and/or unexcused absences. This means all absences

(whether sickness, sports, personal down time, sleeping in late, etc.) count towards the total of 4. Tardiness after I call roll is counted as late, and 4 “lates” counts as an absence.

✦ Every absence beyond 4 will result in a one-third grade deduction off your final grade. For example, if

you earned a B for the class, one additional absence will reduce it to a B-. Two additional absences will reduce it to a C+ and so on. If you miss six (6) or more classes, you will fail the course, and I would recommend dropping the course.

✦ If you are absent, you may turn in your work ahead of time via e-mail or send the work to class with a

friend; however, no assignments will be accepted after the class period. (Please note: I drop the four lowest homework grades.)

✦ Homework will be graded in the following manner . . .

0 = no points = no assignment/exceptionally low quality (F) ✔- = 66 points = does not meet requirements/poor quality (D) ✔ = 85 points = satisfactory work (B)

✔ + = 100 points = excellent work (A)

(Please note: A ✔+ does not indicate that the homework assignment is web/book/portfolio ready)

PLAGIARISM & ACADEMIC HONESTY POLICY: All work submitted must be your own with any outside sources properly acknowledged. Academic dishonesty includes using the work of another writer as your own, copying, allowing a tutor/friend/parent to write part or all for your paper or allowing someone else to use your work in the same manner. It also includes using any Internet sources as your own in any part or entirety. All ideas other than your own MUST be properly documented! Using material from other classes is also considered plagiarism. You may not submit the same work for two courses without appropriate permission from BOTH professors. Please document your work accordingly, and if you have ANY questions regarding this issue, please do not hesitate to contact me at any time.


SNHU’s standard policy is as follows:

Academic Honesty Policy*

Southern New Hampshire University requires all students to adhere to high standards of integrity in their academic work. Activities such as plagiarism and cheating are not condoned by the university. Students involved in such activities are subject to serious disciplinary action. Plagiarism is defined as the use, whether by paraphrase or direct quotation, of the published or unpublished work of another without full and clear acknowledgment. Cheating includes the giving or receiving of unauthorized assistance on quizzes, examinations or written assignments from any source not approved by the instructor.

*For a full definition of academic dishonesty please refer to the undergraduate or graduate catalogs.

The penalty for academic dishonesty is your failure and/or dismissal from this course. There are no exceptions to this rule. Therefore, if you are unsure about your work in this manner, please talk to me before (and not after) you submit your work. If you have questions, please see me immediately. This is a no-tolerance policy! MISCELLANEOUS INFORMATION:

✦ All assignments must be typed. ✦ I do not accept late papers/portfolios/homework/case studies/etc. Because of the

time restrictions on this course, I expect all assignments to be submitted in a timely manner. You are welcome to send the work with a fellow student or email it to me if you are going to miss class; however, computer-software problems and printer issues do not qualify as excuses for late work. Please allow enough time to correct computer situations as they arise.

✦ Should we have a class cancellation, for any reason, please move on in the syllabus. Each class is listed

in your syllabus and in Blackboard and includes both class preparation and in-class plans, so please continue and bring all applicable homework assignments to the next class or submit on-line.

✦ If you need course adaptations or accommodations (ADA/504 Compliance Statement), or if you have

emergency medical information to share with me, please see me as soon as possible.

ADA/504 Compliance Statement Southern New Hampshire University is committed to and concerned with meeting the needs of students challenged by physical, sensory, psychiatric and/or learning disabilities with regard to the Americans with Disabilities Act (ADA), as amended, and Section 504 of the 1973 Rehabilitation Act. At the beginning of each term, or as soon as you become aware of a disability, we encourage you to contact the Office of Disability Services to discuss accommodations for which you may be qualified.

For questions concerning support services, documentation guidelines, or general disability issues:


Office of Disability Services, Exeter Hall, Suite 59 Hyla Jaffe, Director

603.626.9100 ext.2386 [email protected]

For questions concerning disability related compliance matters, grievance or legal issues:

Ms. Jet Goldberg, ADA/504 Compliance Officer Director of Wellness Center

603-645-9679 [email protected]

✦ I make every effort to adhere to the course outline and dates as they appear in the attached syllabus; however, occasionally adjustments need to be made for any variety of reasons (i.e., weather cancellations, professional conferences, course enrollment, workload, etc.). Any changes will be announced in class and/or sent via e-mail.

✦ We will be doing a significant amount of peer response – responding to each other’s writing. Please

make sure assignments are typed, and I often advise students to bring multiple copies of each writing activity to class so that they can have a fresh copy for each writing partner during the class.

✦ Please be respectful of cell phones and text messaging in the classroom; make sure cell phones are

turned off and texting during class time is prohibited. If I feel you are using class time inappropriately, I reserve the right to ask you to leave the class and mark you absent for the day.

✦ Please be respectful of your classmates and me. Once class has started, you should make every effort

to remain in the classroom until class has been dismissed. WRITING TUTORS & ACADEMIC LEARNING CENTER: Additional services are also available in the means of tutoring through the Academic Resource Center. I rarely have anything leave my desk without someone proofreading it. I highly recommend using these free services; however, this is a busy office during the school year. Please plan your time accordingly. The Learning Center, located in Stark Hall, offers walk-in tutoring in the following disciplines: Accounting, Economics, Finance, Information Technology, Math, Writing (across all disciplines), and Writing for Non-Native Speakers. The walk-in schedule is available at: http://www.snhu.edu/2147.asp. The Center also offers individualized or professional tutoring in other subjects or for students needing personalized assistance. In addition, Peer mentoring is available for assistance with study/organizational skills, such as time management, exam preparation, note-taking, etc. Students at any level who want assistance reaching their academic goals are encouraged to visit The Learning Center. LIBRARY RESOURCES STATEMENT: In addition to the intellectual resources available on site and online (http://www.snhu.edu/library), Shapiro Library makes available group and one-on-one instruction in information literacy, enabling students to define and articulate what knowledge-based resources are relevant to their research interests. Library staff are available to assist students in effectively and efficiently accessing information from credible sources, to compare new knowledge with prior beliefs, and to consider the related ethical, legal, and socio-economic issues that are inherent in scholarly investigation.


BLACKBOARD™: The use of Blackboard™ IS required in this course; however, your syllabus is listed within Blackboard as a backup measure. CHALK AND WIRE™: Chalk and Wire IS REQUIRED for this course.

SOUTHERN NEW HAMPSHIRE UNIVERSITY POLICY STATEMENTS: There is additional information about these policies and others available at: https://my.snhu.edu/Academics/Pages/SyllabiStatements.aspx

QUESTIONS?: Most importantly, should a problem arise, discuss it with me immediately. I am often available outside of my office hours, and I check e-mail and text messages throughout the day.


Spring 2015 Syllabus

I will make every effort to adhere to the following outline; however, occasional changes may be made to accommodate events (snow days, conferences, illness, etc.) throughout the semester. I reserve the right to

make any changes (with proper announcement via Blackboard and/or e-mail) as I deem necessary.

Class #1 (Thursday, January 15th) Activity: Welcome, introductions, ice-breaker Discussion: Introduce Cornell Notes Page – Notes & Cues Page

UNIT #1

INTRODUCTION TO RESEARCH: LOCATION AND EVALUATION OF INFORMATION

Monday, January 19th Last Day to Add/Drop a Class

Class #2 (Monday, January 19th) DUE TODAY: Read: “Workers Without Right Education” (available as a PDF in BB) BB: Complete Cornell Notes Page (NOTES & CUES ONLY) for “Educational Score Cards…” IN CLASS:

• Discuss article: “Educational Score Cards…” • Introduce summary/abstract writing

Monday, January 19th Martin Luther King Day

Class #3 (Thursday, January 22nd) DUE TODAY: Homework: Complete Cornell Notes Page (SUMMARY ONLY) for “Workers Without Right Education…” Read: “Choose an Issue” (in custom text) IN CLASS:

• Write and submit abstract for “Workers Without Right Education…” in groups on BB • Discuss “Choose an Issue” • Introduce evaluative writing • Announce group and discuss assignment for “Abstract/Evaluation #1/Group”


Class #4 (Monday, January 26th) DUE TODAY: Read: “Standardized Testing Measures College Success” (available as a PDF in BB) Homework: Cornell Notes for “Standardized Testing…” (all pages – notes, cues, summary & evaluation) Read: “Introducing the Study of Public Speaking” (custom text) IN CLASS: * Write and submit evaluation for “Standardized Testing…” Class #5 (Thursday, January 29th) DUE TODAY: Read: “The Disintegration of Teacher Preparation” (available as a PDF in BB) (Note: No Cornell Notes required!) BB: Abstract/Evaluation for “The Disintegration of Teacher Preparation” Read: “Understanding and Reducing Your Apprehension” (custom text) IN CLASS: * Discuss public speaking apprehensions * Introduce research paper and research log sheet Class #6 (Monday, February 2nd) DUE TODAY: Read: “The International Experience” (available as a PDF in BB) Homework: Cornell Notes page for “The International Experience” (all pages) Read: “Introduction to Information Literacy” (custom text) IN CLASS: * Introduce APA in-text parenthetical notation * Librarian Visit – Introduction to Database Searching at SNHU

Monday, February 2nd Happy Ground Hog Day!

UNIT #2 APPLIED RESEARCH AND DOCUMENTATION:

PAPER TOPIC PROPOSALS Class #7 (Thursday, February 5th) DUE TODAY: Activity: Group Presentations for Abstract/Evaluation #1 IN CLASS: * Conduct group presentations * Introduce APA reference page * Introduce mini-speeches


Class #8 (Monday, February 9th) DUE TODAY: Activity: Group Presentations for Abstract/Evaluation #1 Read: “Teen On-line Activity” (available as a PDF in BB) BB: Abstract for “Teen On-line Activity” Due: Group Evaluation Worksheets (ALL GROUPS) – hard copy in class, please. Due: Group Abstract/Summary #1 (ALL GROUPS) – one person should submit on BB for the group; please make sure all group member names are listed! IN CLASS: * Conduct group presentations Class #9 (Thursday, February 12th) DUE TODAY: Read: “Getting At-Risk Teens to Graduation” (available as a PDF in BB) BB: Evaluation for “Getting At-Risk…” Read: “Explore an Issue” (custom text) IN CLASS: * Introduce problem speeches * Librarian visit – selecting a topic

Saturday, February 14th Happy Valentine’s Day!

Class #10 (Monday, February 16th) DUE TODAY: Due: Abstract/Evaluation #2 (individual) – please submit via BB Read: “Building Your Own Speech” (custom text) Activity: Mini-speeches – sharing your research topic IN CLASS: * Conduct “mini-speeches” regarding research topic * Introduce Abstract/Evaluation #3 (individual) * Introduce Working Bibliography * Discuss PowerPoint Do’s and Don’ts; Working with Handouts Class #11 (Thursday, February 19th) DUE TODAY: Activity: 5-minute speech regarding research topic Read: “Develop a Research Plan” (custom text) IN CLASS: * Continue discussion on planning, drafting, and revising papers * Introduce APA block quotations * Finalize research topics


Class #12 (Monday, February 23rd) DUE TODAY: Read: “Cyberbullying: It’s Nature and Impact in Secondary School Pupils” (available as PDF in BB) BB: Abstract for “Cyberbullying: It’s Nature…” BB: Working Bibliography (APA format) Activity: 5-minute speech regarding research topic IN CLASS: * Introduce using an ellipsis in a quote * Introduce final project Class #13 (Thursday, February 26th) DUE TODAY: Due: Abstract/Evaluation #2 – please submit via BB Read: “Support an Argument with Fact (Logos), Credibility (Ethos), and Emotion (Pathos)” (custom text) Read: “Evaluating Information” (custom text) IN CLASS: * Introduce Annotated Bibliography * Librarian Visit – Evaluating Sources

Monday, March 2nd – Friday, March 6th Spring Break!

Sunday, March 8th Daylight Savings – Remember to Set Your Clock!

UNIT #3 PUTTING IT ALL TOGETHER: FROM PROBLEM TO POLICY

Class #14 (Monday, March 9th) DUE TODAY: Read: “Virtual Schoolteacher” (available as a PDF in BB) BB: Evaluation for “Virtual Schoolteacher” Activity: Problem Speeches IN CLASS: * Conduct problem speeches * Answer questions regarding Annotated Bibliography * Introduce “quote within a quote”


Class #15 (Thursday, March 12th) DUE TODAY: Activity: Problem Speeches Con’t. Read: “Valuing Teachers” (available as a PDF in BB) BB: Abstract for “Valuing Teachers” Read: “The Thesis and the Outline” (custom text) IN CLASS: * Continue problem speeches * Discuss final project

Friday, March 13th Mid-Term Grades Submitted to Registrar’s Office

Class #16 (Monday, March 16th) DUE TODAY: Activity: Problem Speeches Con’t. Read: “Apprenticeships Back to the Future” (available as a PDF in BB) BB/Optional: Abstract & Summary for “Apprenticeships…” – EXTRA-CREDIT ASSIGNMENT! IN CLASS: * Continue problem speeches * Discuss Draft #1 of Research Paper * In-class writing (pending time)

Tuesday, March 17th St. Patrick’s Day

UNIT #4

COMMUNICATING YOUR FINDINGS

Class #17 (Thursday, March 19th) DUE TODAY: Read: “Transforming the Notes into a Rough Draft” (custom text) IN CLASS: * discuss CRAAP method for research credibility * discuss drafting protocol * perform in-class writing and research

Friday, March 20th Last Day to Withdraw!


Class #18 (Monday, March 23rd) DUE TODAY: Read: “The Test Generation” (available as a PDF in BB) BB: Abstract for “The Test Generation” BB: CRAAP Worksheet on 3 sources for your Annotated Bibliography IN CLASS: * perform in-class writing and individual conferences Class #19 (Thursday, March 26th) DUE TODAY: Due: Annotated Bibliography IN CLASS: * engage in peer evaluation for annotated bibliography * perform in-class writing and individual conferences * introduce policy speech Class #20 (Monday, March 30th) DUE TODAY: Activity: In-class writing and individual conferences IN CLASS: * engage in peer response * perform in-class writing and individual conferences

April 1st April Fools’ Day

Class #21 (Thursday, April 2nd) DUE TODAY: Read: “Lessons for On-Line Learning” (available as a PDF in BB) BB: Evaluation for “Lessons for On-Line Learning” IN CLASS: * perform in-class writing and individual conferences Class #22 (Monday, April 6th) DUE TODAY: Due: Rough Draft #1 (due on BB) Activity: Policy Speech IN CLASS: * engage in peer response * perform in-class writing and individual conferences


Class #23 (Thursday, April 9th) DUE TODAY: Read: “The School Lunch Wars” (available as a PDF in BB) BB – Optional: Cornell Notes page on “The School Lunch Wars” – EXTRA-CREDIT ASSIGNMENT Activity: Policy Speech IN CLASS: * review final project * perform in-class writing and individual conferences Class #24 (Monday, April 13th) DUE TODAY: Activity: Policy Speeches Activity: Peer Response IN CLASS: * conduct policy speeches * complete on-line course evaluations

Wednesday, April 15th Tax Day!

Class #25 (Thursday, April 16th) DUE TODAY: Activity: Policy Speeches Activity: Peer Response BB: Rough Draft #2 – OPTIONAL SUBMISSION IN CLASS:

• conduct policy speeches Class #26 (Monday, April 20th) DUE TODAY: Activity: Peer Response IN CLASS: * peer response * complete course narrative evaluations

Wednesday, April 22nd Happy Earth Day!


Class #27 (Thursday, April 23rd) DUE TODAY: Due: Research Paper (please see your assignment sheet for specific requirements) IN CLASS: * prepare for final project * submit appropriate materials into Chalk and Wire

NOTE! COMMON POSTER BOARD SESSION – ALL ENG200 STUDENTS ARE REQUIRED TO ATTEND!

Monday, April 27th

Location: Dining Hall; Banquet Facility (2nd floor)

THERE ARE NO MAKE-UP TIMES FOR THIS EVENT; PLEASE PLAN ACCORDINGLY

Monday, April 27th – Friday, May 1st Final Exams

Tuesday, May 5th Final Grades Submitted to Registrar’s Office


ASSESSMENT PLAN

General Education Learning Goal Include the General Education Learning Goal.

Course Learner Outcome Include the course learner outcome in the syllabus that aligns with the General Education Learning Goal.

Critical Task Include a description of the assignment(s) utilized in the course to address the course learner outcome (one assignment may be used for different course learner outcomes).

Assessment/ Criteria List the measureable(s) for the course learner outcome (for a list of measureable(s), see the General Education Matrices).

Benchmark What result represents successful completion of the learner outcome by the students? N.B. The expected result/benchmark should depend on the level of the course being taught (ie. 100-‐400)

Results What are the assessment results of the course learning outcome?

Action What actions will be taken based on the interpretation of the assessment of this learner outcome (keep in mind this can be none)?

1.Communication

Convey information--text, data, and images--purposefully and effectively through a variety of methods

Research Essay w/peer review (8-12 pages)

A rubric incorporating COM 4 will be used to assess the student’s paper.

85% of students will receive a Benchmark 200/ ”Developing” score on COM 4 in the rubric for this assignment.

2. Communication

Demonstrate oral presentation skills, including the use of appropriate verbal and non-verbal skills

Persuasive (Policy) Speech (8-10 minutes

A rubric incorporating COM 7 will be used to assess the student’s speech.

85% of students will receive a Benchmark 200/ ”Developing” score on COM 7 in the rubric for this assignment.

3. Critical and Creative Thinking

Locate, evaluate, and integrate relevant information from print and electronic sources


A rubric incorporating CCT 1 will be used to assess the student’s paper.

85% of students will receive a Benchmark 300/”Competent” score on CCT 1 in the rubric for this assignment.

4. Collaboration

Collaborate with peers on oral and written communication


A rubric incorporating COL 2and COL 3 will be used to assess the student’s paper.

85% of students will receive a Benchmark 200/”Developing” score on COL 2 and COL 3 in the rubric for this assignment.


ASSESSMENT RUBRIC

0 Not evident

Benchmark 100 Limited/ Baseline

Benchmark 200 Developing

Benchmark 300 Competent

Benchmark 400 Accomplished/ Capstone

Communication – Content Development (COM 4)

Presents simple ideas [text, data, & images] with basic reasoning and organization and includes modest use of details to explain or support ideas.

Presents ideas [text, data, & images] of some complexity, using adequate reasoning, and offers details to explain and begin to expand ideas. Organization generally supports the development of ideas.

Uses appropriate, relevant, and compelling content [text, data, & images] to explore ideas within the context of the discipline and shape the whole work.

Uses appropriate, relevant, and compelling content [text, data, & images] to illustrate mastery of the subject, conveying the writer's understanding, and shaping the whole work.

Oral Presentation (COM 7)

Rarely enunciates clearly or makes eye contact with audience; seldom uses gestures and vocal variety to enhance the idea; and uses extensive vocal fillers (e.g. um, uh, like, you know). Reads whole speech or slides—distracting speaking style. Presents exceptionally over or under time.

Inconsistently enunciates or maintains eye contact; uses gestures and vocal variety occasionally to enhance the idea; and uses many vocal fillers (e.g. um, uh, like, you know). Overuses or awkwardly uses notes; demonstrates adequate speaking style.

Usually enunciates clearly and maintains eye contact; uses gestures and vocal variety frequently to enhance the idea; and uses some vocal fillers (e.g. um, uh, like, you know). Uses notes and correct speaking style.

Always enunciates clearly and maintains eye contact; uses gestures and vocal variety consistently and artfully to enhance the idea; and uses few vocal fillers (e.g. um, uh, like, you know). Appropriately uses notes and excellent speaking style [projection, rate, enthusiasm].

Access the Needed Information

(CCT 1)

Accesses information randomly, retrieves information that lacks relevance and quality.

Accesses information using simple search strategies, retrieves information from limited and similar sources

Accesses information using variety of search strategies and some relevant information sources. Demonstrates ability to refine search.

Accesses information using effective, well-designed search strategies and most appropriate information sources.

Facilitates the Contributions of Team Members (COL 2)

Engages team members by taking turns and listening to others without interrupting.

Engages team members in ways that facilitate their contributions to meetings by restating the views of other team members and/or asking questions for clarification.

Engages team members in ways that facilitate their contributions to meetings by constructively building upon or synthesizing the contributions of others.

Engages team members in ways that facilitate their contributions to meetings by both constructively building upon or synthesizing the contributions of others as well as noticing when someone is not participating and inviting them to engage.

Individual Contributions Outside of Team Meetings (COL 3)

Completes all assigned tasks by deadline.

Completes all assigned tasks by deadline; his/her accomplished work advances the project.

Completes all assigned tasks by deadline; his/her accomplished work is thorough, comprehensive, and advances the project.

Completes all assigned tasks by deadline; his/her accomplished work is thorough, comprehensive, and advances the project. Proactively helps other team members complete their assigned tasks to a similar level of excellence.

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