SENIOR SEMINAR CHILD AND FAMILY STUDIES 4990B FALL …faculty.weber.edu/cmerrill/4990B Syllabus F 2011.pdf · 2013-05-05 · 1 SENIOR SEMINAR CHILD AND FAMILY STUDIES 4990B FALL SEMESTER

1

SENIOR SEMINAR CHILD AND FAMILY STUDIES 4990B

FALL SEMESTER 2011

INSTRUCTOR: Dr. Chloe D. Merrill OFFICE:

Room 205 (please enter through room 204) Jerry and Vickie Moyes College of Education Department Child and Family Studies Weber State University Ogden UT 84408-1301

PHONE: 626-7110 OFFICE HOURS: By appointment – Please call 801-626-7151 to make an appointment E-MAIL: [email protected]

ENHANCED COURSE INFORMATION:

Additional required course information and unit readings for this course will be on WebCT Enhanced section for this course

PURPOSE: The purpose of this course is to assist you in reflecting on the principles, theories, and concepts that you have learned during your courses in the Family Studies major. This course will include a seven-part focus:

1. Over-view of Family Law & Public Policy – focusing on Family Policy, and policy issues. 2. Review of the Certified Family Life educator (CFLE) process. 3. Readings/discussion on current topics in family Studies 4. Employment investigation/graduate school application process/Résumé. 5. Presentation on 1 of the 11 NCFR Standards 6. Grant writing. 7. Completion of Family Studies program portfolio.

OBJECTIVES:

1. Review/assess topic of Family Law and Public Policy with focus on Family Friendly Issues 2. Produce three (3) Family Friendly Work Place reaction papers 3. Produce a Public Policy/Family Policy APA Research Paper. 4. Evaluate/examine the NCFR guidelines for application of a CFLE 5. Obtain an understanding of topics/issues currently impacting the field of Family Studies by participating in an in-

class presentation of an NCFR Standard. 6. Provide a minimum of five (5) employment investigation settings to obtain job/career related information. 7. Write a mock grant. 8. Complete program portfolio

CFLE CERTIFICATION: The content in this course is designed to meet Standards 8, and be a support course of Standards 9 and 11, for the CFLE Certification

2

TEXTS: Bredehoft, D. J., and Walcheski, M. J. (Eds.). (2009). Family life education: Integrating theory and practice (2nd ed.).

Minneapolis, MN: National Council on Family Relations. ISBN: 0-916174-69-7

Tools for Ethical Thinking and Practice in Family Life Education (2nd ed.). (2009). Minneapolis, MN: National Council on Family Relations. ISBN: 978-0-916174-70-5 Additional readings within the WebCT Enhanced Section for this course.

Other professional articles as assigned by professor. WRITTEN ASSIGNMENTS: All assignments for a grade are professional communications and must be presented as such. This applies to

appearance, use of correct language and grammar, completeness, and consistent use of citations. As this is a course that focuses on the student’s integration of concepts, papers should be written in the first person

narrative. Material taken from other sources must be identified in an appropriate manner. Full credit must be given to the

originator of any work or idea. References need to be from books and journal articles and be no more than 5 years old (2005). APA format is required.

A listing of acceptable journals is located at the end of this syllabus. All assignments must be typed with one-inch margins and should use a Times New Roman, 12-point font size. CLASS POLICY (IMPORTANT INFORMATION):

Webster’s Dictionary defines “Seminar” as”

1. A group of advanced students studying under a professor with each doing original research and all exchanging results through reports and discussions.

2. A (1): a course of study pursued by a seminar (2): an advanced or graduate course often featuring informality and discussion b: a scheduled meeting of a seminar or a room for such meetings.

3. A meeting for giving and discussing information. You will be required to research some areas, lead group discussions, and participate actively within this class at all times.

All assignments are to be typed. All assignments are due DURING CLASS time on the dates listed in the syllabus. NO LATE ASSIGNMENTS WILL BE ACCEPTED unless prearranged at least one week before due date. All text and other reading assignments need to be read prior to the class day they are due. THERE IS NO EXTRA CREDIT OFFERED IN THIS COURSE. Please remember that no assignments may be redone. Please do your best work the first time.

Please turn off all cellular phones and pagers or at least turn them on to vibrate. They are disruptive to the class. No text messaging or emailing during class - participation points will be deducted. Laptops can be used fro note taking or viewing course materials ONLY. Anyone text messaging, emailing, or viewing other material during class will have participation point deducted. MOST IMPORTANT POLICY NOTE: As required projects are completed for this course remember that http://www.wikipedia.org is not a peer reviewed, research based source, and credit will not be given for information quoted from that site.

3

CONTACT INFORMATION: Please be sure that your WebCT, WSU Online, Blackboard (hereafter referred to as WebCT) e-mail is checked frequently as this is the e-mail address that individual and group e-mails will be sent to and from. It is your responsibility to be sure that e-mail is working and checked often. If you do not receive a reply to an e-mail that you have sent to me within 24 hours, Monday-Friday, please e-mail me again as your e-mail might not have been received. E-mails sometimes get lost in “cyberspace”. This applies to telephone messages as well. WSU AND CHF CLASSROOM STANDARDS (PROGRAM RETENTION): All assignments and written work turned in for credit must be the student’s own work, unless otherwise specifically directed by the instructor. Cheating on exams, plagiarism, or unauthorized collaboration of any kind on written assignments is prohibited. Students found in violation of this standard will be referred to the CHF Retention Committee, and in the case of ECE students, also to the Teacher Education Advisement and Retention Committee, for disciplinary action. Disciplinary action may include a failing grade for the assignment, a failing grade for the course, or suspension from the major program. STUDENTS WITH DISABILITIES (SSD): Any student requiring accommodations or services due to a disability must contact Services for Students with Disabilities (SSD) in Room 181 of the Student Service Center. SSD can also arrange to provide course materials (including the syllabus) in alternative formats if necessary. STUDENT ATHLETES: Letters or an email from the coach(s) with away-games or activity dates should be handed in to professor within the first week of classes. Student athletes must turn in assignments or take exams in advance if they are going to be gone during the time an assignment is due or an exam given. It is the students responsibility to consult the schedule and be aware of all due dates. CONTINGENCY CLASS PLANS IF THERE IS AN EXTEDED CAMPUS CLOSURE: THIS IS ONLY AFFECTIVE SHOULD CLASSES NEED TO BE CANCELED DUE TO AN EARTHQUAKE, H1N1, OR OTHER EXTENDED WSU REASONS (Personal reason are not applicable here)

In the event of an extended campus closure this online class will continue as outlined. I will continue to provide instruction and interaction for this course via the WSU Blackboard course system. All assignments will continue to be due as outline in the syllabus. Exams will be postponed until students are able to return to campus unless the closure extends beyond two weeks. In that case I will send an email message containing a link to a Chi Tester assessment with specific instructions for completing the assessment. If you are ill because of H1N1, and are unable to complete assignments and/or tests, you will need to submit a physician’s note verifying the illness. USING TURNITIN:

WSU subscribes to TurnItIn.com, an electronic service that verifies the originality of student work. Enrollment in this course may require you to submit some or all of your assignments to it this semester, and documents submitted to TurnItIn.com are retained, anonymously, in their databases. Continued enrollment in this course constitutes an understanding of and agreement with this policy.

4

CLASS AND E-MAIL CONTRACT: As part of this course you will need to sign a "Class and E-mail Contract" by the end of the first week of class. This contract tells me that you have read the syllabus completely through and either agree or disagree to the contents. You will also need to email me through the WSU online Blackboard system before signing this contract to show that you know how the system works and are able to connect to the enhanced course. You will also be agreeing (or not) to check your WSU Online Blackboard e-mail at least 3 times per week during this semester. This assessment will count five (5) points towards your overall final grade. If you do not sign this contract by the end of the first week you will still need to sign it but will receive "0" points. Please let the professor know by the end of the first week of the semester if you do not have access to a computer and/or the Internet. PROTECT YOUR WORK You are strongly encouraged to use a diskette, CD, etc, to protect and backup each of your written assignments AS YOU WORK ON THEM. Also, keep a hardcopy of every assignment you turn in for grading. Electronic failures, crashed disks, faulty CDs, etc will not be accepted as excuses for turning in assignments late. WebCT VISTA ENHANCED COURSE To pick up extra material used in class you will need to log into the WebCT Vista Enhanced section of this course and download that information. Please remember that not all of the information given in class will be on this site. You need to come to class for all of the information. To check your points or view additional material in this course please do the following:

1. Go to http://wsuonline.weber.edu/ 2. Click on WSU Online Login 3. Use your WildCat username/password to log in. 4. This will take you to a page that lists all of the courses you are taking. 5. Click on the CHF 4990B course 6. You are now at the homepage for this course 7. Click on information you would like to view.

5

GRADING:

ASSIGNMENTS/ACTIVITIES POINTS POSSIBLE Class and Email Contract 5

Attendance/Participation (36 class days) 72

Résumé 15

Text and other article discussion leaders - Question handed in a beginning of class 13

Family Studies Program Portfolio 100

Three (3) Family Friendly Workplace Reaction Papers 65

Family Law/Family Policy Research Paper 75

Career/Employment Investigation 50

Presentation and Evaluation on one of 11 NCFR Substance Areas 100

Exam on CFLE 11 Substance Areas and Family Studies Program – 100 questions at .5 points each (Questions from presentations)

50

Grant Writing Project 50 TOTAL POINTS 595 Scale: Please remember that you earn your grade, grades are not just given.

GRADE GRADE POINTS GRADE GRADE POINTS A 595 – 559 C 457 – 434 A- 558 – 535 C- 433 – 416 B+ 534 – 511 D+ 415 – 392 B 510 – 493 D 391 – 374 B- 492 – 476 D- 373 – 357 C+ 475 – 458 E Below 356

6

COURSE REQUIREMENTS: 1. CLASS AND E-MAIL CONTRACT As part of this course the student will need to sign a "Class and E-mail Contract" by the end of the first week of class. This contract tells me that you have read the syllabus completely through and either agree or disagree to the contents. 2. ATTENDANCE/PARTICIPATION IN DISCUSSION OF SEMINAR TOPICS Course attendance, preparation for class, and participation in class discussion is a critical component of learning. Frequent absences are not acceptable because they are disruptive to the group and because material/information will be presented in the class that is not contained in the assigned readings. Because the subject matter of the course will be presented in many forms the student needs to be prepared to discuss assigned readings. It is, therefore, important that the student read the assigned work prior to coming to class. Attendance will be taken each class period. Thirty-six (36) class times will count towards your grade during the course. Two (2) points will be given during those times for attendance and participation for a total of 72 points. If you miss a class it will be your responsibility to get class notes from one of your classmates. There will be a considerable amount of information that will be given only during class and will not be available on the WSU Enhance Course site. Also, if you are late or leave early from class you will not receive all of the points. Reading of course material and speaking up in class is also part of participation. If you just come to class and do not actively participate you will not receive all of your daily points. Regular attendance and participation are crucial to your success in this class. Increased interaction with the course material will help you better grasp the issues and give you a chance to apply these materials to a variety of situations, helping your chances of success on papers and the final exam. It is up to you whether you attend class or not but please remember the attendance points and in-class exercises/quizzes cannot be made up under any circumstance. 3. RÉSUMÉ Students will complete a professional résumé for their portfolio and professional file. This resume must be for one of the following purposes: career, NCFR Honor Student, graduate school. 4. TEXT AND OTHER ARTICLES DISCUSSION LEADERS The professor will designate student discussion leaders for the assigned articles, both the text and outside resource articles. When it is the students discussion leaders turn they should come prepared with “guide questions” to ask the group concerning the article being discussed. The questions will be turned into the professor at the beginning of the class the day the student is to lead the discussion. These articles will be randomly assigned the class period before they are to be discussion leaders.

7

5. GRANT WRITING PROJECT Students will learn how to research various types of grants and write proposals that directly relate to their needs. Format for this project will be provided during class. Following is a list of what you will need to turn in for your Grant/Proposal Writing Assignment. Some of your grants/proposal may contain more or less parts but please follow this outline:

A. Cover Letter B. Summary

a. Clearly and concisely summarizes the request C. Introduction

a. Describes the applicant agency and its qualifications for funding (credibility) D. Need or Problem Statement

a. Be sure this is supported by statistical evidence, reasonable dimension (not trying to solve all problems of the world, stated in terms of clients’ needs and problems – not applicant’s, interesting to read)

E. Objectives a. Describes the outcomes or the grant/proposal in measurable terms

F. Methods a. Describes the activities to be conducted to achieve the desired objectives

G. Organizational/Individual Qualifications a. Qualifications for you to lead this grant/proposal

H. Evaluation a. Plan for determining the degree to which objectives are met methods are followed

I. Budget a. Clearly delineates costs to be met by the funding source and those provided by other parties

J. Other Funding a. See above

K. Future Funding a. Describes a plan for continuation beyond the grant and/or the availability of other resources necessary to

implement the grant/proposal L. Supplementary materials (if needed)

6. CAREER/EMPLOYMENT INVESTIGATION Students will obtain at least five (5) different career/employment investigation settings to obtain job/career related information in the area of Family Studies. The degree you are receiving must qualify you for the position. Also, the position must be in the area you will be located. Following is a summary of what each of the employment summaries should contain:

Job Title: Company/Facility Name: City, County, State: Education Required/Qualifications: Shift: Availability: Position Type: Days Off: Wage: Benefits: Description/Responsibilities: Contact Info/How to Apply: Open/Close Date: Experience Needed/Licenses/Certifications: Number of Openings: Any Other Pertinent Information:

You will need to take all information off of the employment sheets you find in this order. This must be easy to read. You can attach the job information from your source but it cannot be substituted to the above paper.

8

7. FAMILY LAW/FAMILY POLICY RESEARCH PAPER FAMILY LAW/FAMILY POLICY RESEARCH PAPER Students will write an 8-10 page (this is the body of the paper and does not include the title page, abstract page, or reference pages) policy analysis paper to cover a specific policy or set of related policies that are associated with families, either implicitly or explicitly. The paper will have a minimum of 8 different references. Theses references MUST come from recent journal research articles. At least 6 of the 8 references need to be from information that is no more than 5 years old (2006-2007). The paper must be in APA format. The paper will contain the following components:

A. Cover page B. Abstract (not more the 120 words) C. Introduction/overview of family policy D. Historical overview E. Family policy/Family friendly defined, etc. F. Current issues and problems – examples (can include your previous research on relevant topic/s from

other classes). G. Implementation of family friendly policy H. Summary and future of family friendly policy I. Personal position/CFLE advocate on this topic as “Author” of your paper (i.e. what are you going to do?) J. References

8. THREE (3) FAMILY FRIENDLY WORKPLACE REACTION PAPERS THREE PUBLIC POLICY REACTION PAPERS Students will visit three (3) different businesses and write a 2 – 2 ½-page paper on each looking at public policy/family friendly policy within that company. The papers will contain the following components each: Identifying Information Name and Contact person: Title and Functions of Contact Person: Type of Contact (Interview/Meeting/Hearing) Program Name & Location of Contact: Date and Site Contact: Narrative Brief Overall description & population served: Public Policy Implications of this program: Family Friendliness of Program (Clientele & Employees): Application of at least two (2) concepts, which would be two (2) NCFR standards, in reaction to site visit: The values of this field experience will be enhanced if it is broad based. Some suggestions for the reaction papers are:

1. No more than one paper may be done at a setting where you work(ed) or at a practicum/field placement setting where you gained any experience.

2. No more than one paper may be done at any setting connected with the university. 3. One paper should be done at a potential employment setting. 4. One paper could be done in a commercial/industrial setting regarding corporate family friendly policies. 5. One paper could be done at a policy making governmental meeting (e.g., legislative committee) or a professional association

meeting (e.g., NCFR, AAMFT, NASW, etc.) 6. You may go, as pairs/trios to these settings, but your paper must be independent work.

A question one might ask would be “could one person go to a company and share the information with the rest”, the answer is NO. This would be considered cheating. You need to be present at all of the interviews, take your own notes, and write your own papers. The professor might randomly contact people and thank them for visiting with you. If they were to tell me that only one person came but 3 or more were to hand in a paper concerning this company it would not be good for anyone.

9

FAMILY FRIENDLY/PUBLIC POLICY REACTION PAPER

Business Name

#1

#2

#3

Telecommuting

Extended Maternity leave

Paternity benefits for adoption

Unused sick leave banked

Flexible work arrangements

Fully paid medical leave

Extensive volunteer program

Near-site child care

On-site fitness center

Free internet service

Domestic partner benefits

Full benefits first day of hire

Flexible work arrangements

401K plan & stock options

Child care resource & referral

Adoption cost benefit

100% tuition/book reimbursement

Work/Life Specialist

Work/Life Consultant

Work/Life Coordinator

10

Overall Description: Public Policy Implications: Family Friendliness (clientele/employees): Course Concept #1: Course Concept #2:

Business Name

Type of Business:

Program Name

Location of Contact:

Contact Name

Functions:

Population Served:

Contact Type: (I, M, H)

Contact Site:

Contact Date:

11

9. PROGRAM PORTFOLIO Students began a Family Studies program portfolio to showcase your work and accomplishments as a Family Studies Major in CHF 2990B. The final project will now be turned in during CHF 4990B, Senior Seminar. This should be an extension of the work you started with more artifacts and content as well as in-depth reflection. The evaluation will require:

A. An attractive binder with Title (Documentation of NCFR Substance Area Accomplishments) and Name on the cover and on the spine.

B. A Title Page. Include your name and the purpose of the programs portfolio (Documentation of NCFR Substance Area Accomplishment) inside the cover.

C. A Table of Contents. D. A list of the NCFR Substance Areas (found in the Resource Materials packet). E. Tabs and Title Pages for each of the 11 UCFR Substance Areas (be sure the binder cover is wide enough

to cover tabs). F/. Evidence of a summary of each of the 11 standards (packet from students presentations in 4990B). Your

packet does not count as an artifact. These are to be place at the beginning of each section. G. At least three (3) artifacts (samples) of quality work need to be included in ach area except area 4 Human

Sexuality that will need at least one (1) artifact. Several student work samples (artifacts) documenting competences in each NCFR Substance area addressed in all courses you have taken in the major. A Reflection on each of the selected artifacts that includes Report (describe the item, or tell “what”), Reflect (identify what I learned, or tell “so what”), and Revise (in the future I will, or tell “now what”). Include the Reflection page in front of the artifacts. Please note that documentation that you took the class is not an artifact. Artifacts are examples of your work.

H. An Unofficial Transcript of your coursework. I. Résumé J. Background check (A photocopy of your clearance card). K. A disk or CD archiving all your work in the Family Studies major. (Always create back up for your

electronic documents). This should be organized according to the standards and include reflections. L. Other: Additional documentation of your knowledge and skill you may wish to include. (This section is

not required, but might include a mission statement, resume, award certificates, etc.). 10. PRESENTATION OF NCFR 11 NCFR SUBSTANTIVE AREAS AND INDIVIDUAL

REACTION PAPER Students will to do a two (2) day class presentation on one of the 11 NCFR Substantive areas. All presentations will be from one of the different CFLE Substantive areas. Students will choose their own presentation partners if there are enough class members. If there are not enough class members then students will do individual presentation. These presentations will be presented to the class on the assigned days. This presentation is to give a general overview of the NCFR area being covered and either new or more in-depth information concerning one topic within that area. You will also need to include and cover information from the chapter in the course textbook that relates to your area. Students will also come prepared with a copy of their handout for each student in the class and the professor. The students presenting will also give the professor 10 multiple choice with the correct answer (no True/False or essay questions excepted) at the beginning of the presentation. This MUST not be distributed to the class. The 10 questions must also be submitted to the professor via the WebCT assignment area in Word format. The professor and class will evaluate the presentation and also the group will evaluate the presentation and each other’s participation and their own contributions.

12

INDIVIDUAL REACTION PAPER OF PRESENTATION - QUESTIONS TO RESPOND TO FOR PAPER

Write a two to three (2-3) page, typewritten, double-spaced professional paper covering the following points of your presentation: 1. How much (estimated) time did you spend in preparing for your presentation? 2. What methods of presenting did you use during your presentation? 3. Do you feel you were able to communicate with the class as a whole during your presentation? 4. How organized do you feel you were before and during your presentation? 5. Were you comfortable in answering the questions fielded to you by the class during your presentation? 6. If you had it to do all over again, what would you do differently? Why? (Please be specific) 7. What would you keep the same? Why? (Please be specific) 8. Evaluate your packet of information? 9. What are your overall feelings concerning your presentation? 10. What is your overall evaluation of your presentation? 11. Any other pertinent information you would like to cover. If you worked with a team member also answer the following” 12. Do you feel you were able to communicate with your team member? 13. What methods of communication did you use with your team member? This paper is due at the beginning of the class period the next class day after your presentation. Please hand this two to three (2-3) page paper with 1-inch margins in Time New Roman 12-point font. 11. EXAM ON CFLE 11 SUBSTANCE AREAS AND FAMILY STUDIES PROGRAM A comprehensive exam covering the 11 NCFR Substantive areas and other course work in the Family Studies program will be given as an exit exam. There will be no written or verbal review as this is material the students should have learned throughout their studies in the program.

PLEASE TYPE ALL ASSIGNMENTS and KEEP ELECTRONIC COPIES OF YOUR WORK

13

TENTATIVE COURSE SCHEDULE

This is a tentative course schedule and can be changed by the professor if and when needed.

DATE TOPICS READINGS ASSIGNMENTS

WEEK 1 Aug. 22 Course Introduction

Aug. 24 11 CFLE Content Area Review/Application

Pick teams and 1 of the 11 content areas to present

Aug. 26 The Family Overview

Chapter 1, 2, and 3

Discussion Leaders will lead chapter discussion Class & email contract due

WEEK 2 Aug. 29 Grants – What are they?

Guest Speaker

Aug. 31 How to Write a Grant

Start group work on grant project

Sept. 2 Writing a Grant Continue group work on grant project

WEEK 3 Sept. 5

LABOR DAY HOLIDAY Sept. 7 Evaluate Grants

Grant project due at beginning of class. Class will evaluate each other’s grant in class.

Sept. 9 Résumé’s /Careers/Ethics

Chapter 8 and 23 Discussion Leaders will lead chapter discussion

WEEK 4 Sept. 12 Career Services

Guest Speaker

Need class volunteer for 15 minute interview

Sept 14 Careers in Family Studies Graduate Panel

Sept. 16 Family Law/Family Policy

Chapter 7 and 9

Discussion Leaders will lead chapter discussion Résumé’s due (career, NCFR Honor Student, graduate school)

14

WEEK 5 Sept. 19 Family Law/Family Policy

Two articles on Family Law/Family Policy

Discussion Leaders will lead chapter discussion

Sept. 21 Family Friendly Work Places Guest Speaker

Sept. 23 Family Law/Family Policy

Three articles on Family Law/Family Policy

Discussion Leaders will lead chapter discussion

WEEK 6 Sept. 26 CFLE Substance Area 1

Chapter 12 & 22 Presentations

Sept. 28 CFLE Substance Area 1 Presentations

Sept. 30 CFLE Substance Area 2

Chapter 5 & 13 Presentations Career-Employment Investigation due

WEEK 7 Oct. 3 CFLE Substance Area 2 Presentations

Oct. 5 CFLE Substance Area 3

Chapter 14 Presentations


Presentations

WEEK 8 Oct. 10 CFLE Substance Area 4 Chapter 15 Presentations


Presentations Family Friendly Work Place Reaction papers due

Oct. 14 FAMILIES ALIVE CONFERENCE

WEEK 9 Oct. 17 CFLE Substance Area 5

Chapter 6 & 16 Presentations


Presentations

Oct. 21 FALL BREAK

WEEK 10 Oct. 24 CFLE Substance Area 6 Chapter 4 & 17 Presentations


Presentations



15

WEEK 11 Oct. 31 CFLE Substance Area 7 Presentations

Nov. 2 CFLE Substance Area 8


Nov. 4 CFLE Substance Area 8 Presentations

WEEK 12 Nov. 7 CFLE Substance Area 9 Chapter 20, 24 & 25 Presentations


Presentations

Nov. 11 Discussion concerning

what learned doing Family Law/Family Policy Research paper

Family Law/Family Policy Research Paper

WEEK 13 Nov. 14 Nov. 16 Nov. 18

NCFR ANNUAL CONFERENCE IN ORLANDO, FL

WEEK 14 Nov. 21 CFLE Substance Area 10

Chapter 21

Presentations

Nov. 23 CFLE Substance Area 10 Presentations Portfolio’s Due at Beginning of Class

Nov. 25 THANKSGIVING HOLIDAY

WEEK 15 Nov. 28 CFLE Substance Area 11 Chapter 10 and 11 Presentations


Presentations

Dec. 2 Discussion on family Chapters from text

Seminar Summary

CFLE Substance Area Exam Review

Chapters 23 & 26 Discussion Leaders will lead article discussion

WEEK 16 – Finals Week Dec. 5 Exam on CFLE 11 Substance Areas and Family Studies Program to be taken

in one of the WSU Testing Centers on Chi Tester

16

GRANT WRITING PROJECT GRADE RUBRIC CHF 4990B – Senior Seminar

Proposal Checklist and Evaluation Form

This information is adapted from the Grantsmanship Center and used by many organizations when they review grants/proposals. This assignment is worth 50 total points. The ratings are used within different organizations just as an evaluative section. You will be graded on completeness of each area as a whole.

A. Cover Letter

Yes No 1- 5 Rate Comments on Cover Letter

1. Clear and concise

B. Summary: Clearly and concisely summarizes the request

Yes No 1-5 Rate Comments on Summary

1. Appears at the beginning of the proposal 2. Identifies the grant applicant 3. Includes at least one sentence on credibility 4. Includes at least one sentence on problem 5. Includes at least one sentence on methods 6. Includes total cost, funds already obtained and amount requested in this proposal

8. Is brief 9. Is clear 10. Is interesting

C. Introduction: Describes the applicant agency and its qualifications for funding (credibility)

Yes No 1-5 Rate Comments on Introduction

1. Clearly establishes who is applying for funds

2. Describes applicant agency purposes and goals

3. Describes applicant’s programs and activities

4. Describes applicant’s clients or constituents

5. Provides evidence of the applicant’s accomplishments

6. Offers statistics in support of accomplishments

7. Offers quotes/endorsements in support of accomplishments

8. Supports qualifications in area of activity in which funds are sought (e.g., research, training)

9. Leads logically to the problem statement 10. Is as brief as possible 11. Is interesting 12. Is free of jargon

17

D. Problem Statement or Needs Assessment Yes No 1-5 Rate Comments on Problem

Statement/Needs Assessment 1. Relates to purposes and goals of applicant agency

2. Is of reasonable dimensions – not trying to solve all the problems of the world

3. Is supported by statistical evidence 4. Is supported by statements from authorities 5. Is stated in terms of clients’ needs and problems – not the applicant’s

6. Is developed with input from clients and beneficiaries

7. Is not the “lack of a program” unless the program always works

8. Makes no unsupported assumptions 9. Is free of jargon 10. Is interesting to read 11. Is as brief as possible 12. Makes a compelling case

E. Program Objectives: Describes the outcomes of the grant in measurable terms

Yes No 1-5 Rate Comments on Program Objectives

1. At least one objective for each problem or need committed to in problem statement

2. Objectives are outcomes 3. Objectives are not methods 4. Describes the population that will benefit 5. States the time by which objectives will be accomplished

6. Objectives are measurable, if at all possible

F. Methods: Describes the activities to be conducted to achieve the desired objectives

Yes No 1-5 Rate Comments on Methods

1. Flow naturally from problems and objectives 2. Clearly describes program activities 3. States reason for the selection of activities 4. Describes sequence of activities 5. Describes staffing of program 6. Describes clients and client selection 7. Presents a reasonable scope of activities that can be conducted within the time and resources of the program

18

G. Organizational/Individual Qualifications

Yes No 1-5 Rate Comments on Organizational/Individual Qualifications

1. List of all individuals credentials and qualifications

H. Evaluation: Presents a plan for determining the degree to which objectives are met and methods are followed

Yes No 1-5 Rate Comments on Evaluation

1. Presents a plan for evaluating accomplishment of objectives

2. Presents a plan for evaluating and modifying methods over the course of the program

3. Tells who will be doing the evaluation and how they were chosen

4. Clearly states criteria of success 5. Describes how data will be gathered 6. Explains any test instruments or questionnaires to be used

7. Describes the process of data analysis 8. Describes any evaluation reports to be produced

I and J. Budget: Clearly delineates costs to be met by the funding source and those provided by other parties

Yes No 1-5 Rate Comments on Budget

1. Tells the same story as the proposal narrative 2. Is detailed in all aspects 3. Contains no unexplained amounts for miscellaneous or contingency

4. Includes all items asked of the funding source 5. Includes all items paid for by other sources 6. Includes all volunteers 7. Details fringe benefits, separate from salaries 8. Includes all consultants 9. Separately details all non-personnel costs 10. Includes indirect costs where appropriate 11. Is sufficient to perform the tasks described in the narrative

19

K. Future Funding: Describes a plan for continuation beyond the grant and/or the availability of other resources necessary to implement the grant

Yes No 1-5 Rate Comments on Future Funding

1. Presents a specific plan to obtain future funding if program is to be continued

2. Describes how maintenance and future program costs will be obtained (if a construction grant)

3. Describes how other funds will be obtained, if necessary to implement the grant

4. Has minimal reliance on future grant support 5. Is accompanied by letters of commitment, if necessary

L. Supplementary Materials (if needed) Yes No 1-5 Rate Comments on Supplementary

Materials 1. Any materials that are needed

L. Submitted Electronically Yes No 1-5 Rate Comments on Supplementary

Materials 1. Paper was not submitted electronically in a Word or PDF format into the WebCT along with a hard copy given in class.

20

PRESENTATION OF 11 NCFR SUBSTANTIVE AREAS AND INDIVIDUAL REACTION PAPER GRADE RUBRIC CHF 4990B – Senior Seminar

Name of Presenter(s): NCFR Area Presented: Date Presented: Total

Possible Points

Total Points

Earned A. Ten (10)-area questions turned in at the beginning of class the first day of presentation both electronically and hard copy.

Yes No 1

B. Ten (10) area questions are of quality and reflect the area (must be Multiple Choice -no True/False or essay questions excepted)

Yes No 10

C. Handout contained the required information: 1. Cover page (1)

a. Be sure that is reflect of your topic and creative 2. NCFR Standard information provide by the Weber State University Child and Family Studies Department. (2)

a. This will be the information give you to you in class on the handout. 3. Overview of concepts learned with the Child and Family courses that reflect this area. (4) 4. New or more in-depth learning of one specific concept (4) 5. Coverage of text chapter material (4) 6. Reference (3)

a. Please be sure to document where the concepts or ideas were taken from. b. Be sure the references are from the original source and not a metaphor source.

18

D. Individual report and evaluation was turned in within time frame given Yes No 2

C. Individual report and evaluation was of quality work and covered the 11 questions – at least 2-3 complete pages in length

Yes No 10

E. Overall evaluation of presentation by entire class 7 F. Content – Overview of concepts learned – New or more in-depth concepts

Little or superficial knowledge of content demonstrated. No credible research used.

Some content mastery is evident. Credible research is included.

Excellent knowledge of content is demonstrated and based on a substantial amount of quality research.

25

G. Textbook Chapter(s)

Little or superficial incorporation of information from the article(s) attached to the NCFR Standard presented from the course textbook.

Some incorporation of information from the article(s) attached to the NCFR Standard presented from the course textbook.

Excellent incorporation of information from the article(s) attached to the NCFR Standard presented from the course textbook.

10

G. Organization Difficult to tell where presenter was going

Some organization was evident, but also somewhat lacking in clear direction and outline.

Well organized Presentation. Strong Introduction, body and conclusions.

5

H. Delivery/Creativity (appearance, language, voice, teaching methods used)

Little eye contact, very anxious, monotone voice. Audiences not interested or involved in presentation. Presentation was mostly a repeat of ideas, activities, or teaching methods already presented. Appearance unprofessional, Jeans, t-shirt, shorts, etc. Clothing is disarray or too revealing

Some variety in voice and gestures. Pace too slow or fast. Audience somewhat engaged but appeared distracted. Overuse of words such as “and” or “um”. Presentation was creative with minor repeat of ideas, activities, or teaching methods already presented. Appearance neat but unprofessional. Jeans and dress shirt, etc.

Presenter was enthusiastic and confident. Dynamic use of voice and gestures. Audience interested and engaged. Repetitive use of words limited. Frequent sustained eye contact. Presentation was creative and not a repeat of ideas, activities, or teaching methods already presented. Appearance professional, clothing appropriate and neatly groomed.

10

I. Time Presentation under or over the time limit by more than 10 minutes

Presentation is under or over the time limit by 5-8 minutes.

Presentation is between 90 and 100 minutes long.

2

100

COMMENTS:

21

INDIVIDUAL REACTION PAPER OF PRESENTATION QUESTIONS TO RESPOND TO FOR PAPER

Write a two to three (2-3) page, typewritten, double-spaced professional paper covering the following points of your presentation: 1. How much (estimated) time did you spend in preparing for your presentation? 2. What methods of presenting did you use during your presentation? 3. Do you feel you were able to communicate with the class as a whole during your presentation? 4. How organized do you feel you were before and during your presentation? 5. Were you comfortable in answering the questions fielded to you by the class during your presentation? 6. If you had it to do all over again, what would you do differently? Why? (Please be specific) 7. What would you keep the same? Why? (Please be specific) 8. Evaluate your packet of information? 9. What are your overall feelings concerning your presentation? 10. What is your overall evaluation of your presentation? 11. Any other pertinent information you would like to cover. If you worked with a team member also answer the following” 12. Do you feel you were able to communicate with your team member? 13. What methods of communication did you use with your team member? This paper is due at the beginning of the class period the next class day after your presentation. Please hand this two to three (2-3) page paper with 1-inch margins in Time New Roman 12-point font.

22

SENIOR SEMINAR – CHILD AND FAMILY STUDIES 4990B DR. CHLOE D. MERRILL

PRESENTATION RATING SHEET

THESE RATING SHEETS ARE ONLY SEEN BY DR. MERRILL WITH A COMPILATION GIVEN TO THE GROUPS. COMMENTS ARE TYPED AND WILL BE GIVEN TO THE PRESENTORS.

TO RECEIVE FULL CREDIT FOR ATTENDANCE/PARTICIPATION YOU MUST WRITE DETAILED

COMMENTS AT THE END. Evaluators Name: Presenter(s) Names: Please rate the presentation on the following criteria, circle only one rating number for each criterion. The presenter(s) presented the material in an understandable manner. STRONGLY DISAGREE STRONGLY AGREE 1 2 3 4 5 6 7 NA My understanding of the topic being presented was enhanced as a result of the presentation of the concepts. STRONGLY DISAGREE STRONGLY AGREE 1 2 3 4 5 6 7 NA The handout provided by the presenter(s) was clear, concise, and accurate. STRONGLY DISAGREE STRONGLY AGREE 1 2 3 4 5 6 7 NA The presentation instructions provided by the individual were clear, concise, and accurate. STRONGLY DISAGREE STRONGLY AGREE 1 2 3 4 5 6 7 NA Additional information and materials provided by the individual appear to have potential usefulness to me in the future. STRONGLY DISAGREE STRONGLY AGREE 1 2 3 4 5 6 7 NA The presenter(s) answered questions asked by class members in a professional manner. STRONGLY DISAGREE STRONGLY AGREE 1 2 3 4 5 6 7 NA The presenter(s) use of visuals, activities, audience contact, timing, and enthusiasm were part of the presentation. STRONGLY DISAGREE STRONGLY AGREE 1 2 3 4 5 6 7 NA The coverage of material read from the text during the presentation was detailed. STRONGLY DISAGREE STRONGLY AGREE 1 2 3 4 5 6 7 NA Overall I believe the individual gave a professional presentation. STRONGLY DISAGREE STRONGLY AGREE 1 2 3 4 5 6 7 NA COMMENTS (YOU MUST GIVE DETAILED COMMENTS FOR BOTH DAYS TO RECEIVE FULL PARTICIPATION POINTS):

23

FAMILY LAW/FAMILY POLICY RESEARCH PAPER

GRADE RUBRIC CHF 4990B – Senior Seminar

NAME: POINTS: (75)

COMMENTS:

Points 1-2 3 4 Cover Page and Abstract

Abstract does not summarize paper and has more than 120 words. Errors occur frequently.

Abstract is a summary of most of the paper and is not more than 120 words. Errors are minor and infrequent.

Abstract is a summary of the entire paper and not more than 120 words. No errors.

Points 1-19 20-29 30-40 Content Text addresses less than

four (4) of the subject areas C to I. Knowledge of content demonstrated is superficial. Writing is vague with no concrete implications.

Text addresses 4-6 of the subject areas C to I. Some content mastery is evident. Concepts are presented in an easy to follow manner with good transition. Implications are general or indirect.

Text addresses all of the subject areas C to I. Extensive knowledge of content is demonstrated and based on quality research. Information is clearly articulated and includes concrete implications.

Points 1-4 5-7 8-10 Format Format does not follow

APA guidelines or frequent substantial errors are evident throughout the paper.

APA format is used. Errors occur frequently throughout the paper.

APA format is used. Errors are minor and infrequent.

Research/Referencing Little or no credible research was used to substantiate key ideas. Substantial errors in citations and references were present or sources were plagiarized.

Less than 8 research articles from recent, professional journals were used. Minor errors in the citation and referencing of research were evident.

At least 8 research articles from recent, professional journals were used. Citations and references were used correctly.

Points 1-2 3-4 5 Organization Paper is poorly organized,

or missing substantial pieces, such as the introduction, body, conclusions, abstract or references. Transitions are confusing or nonexistent.

Paper is missing title page, or sections of the paper are out or order. The text is somewhat vague in terms of introduction, body and conclusions. Some of the transitions are confusing.

All sections of the paper are included in the appropriate order. The text includes a clear introduction, body and conclusion. Transitions are logical and easy for the reader to follow.

Language The language was inappropriate in terms of vocabulary, cultural terms or frequent grammatical errors. Paper was written using first or second person. Tense usage was inappropriate or inconsistent.

Language used was appropriate and grammatical errors were few. Some subject specific vocabulary was not clearly defined. Ideas were often vague and difficult to follow. The paper was written in third person. Tense usage was not consistent.

Writer used appropriate vocabulary and cultural terms. Ideas were articulated in a clear, concise, easy to follow manner. Subject specific terms were clearly defined. The paper was written in third person. Tense usage was appropriate and consistent.

Points 0 1 Submission Paper was not submitted

electronically in a Word or PDF format into the WebCT along with a hard copy given in class.

Paper was submitted electronically in a Word or PDF format into the WebCT along with a hard copy given in class.

24

THREE FAMILY FRIENDLY WORKPLACE REACTION PAPERS

GRADE RUBRIC CHF 4990B – Senior Seminar

NAME: POINTS: (65)

COMMENTS:

Points 0 1 Cover Page No cover page Cover page with name of student

Submission Paper was not submitted electronically in a Word or PDF format into the WebCT along with a hard copy given in class.


Points 1-2 3-4 5 Identifying Information Contains less than ½ of the

required information. Contains at least ½ of the required information.

Contains all of the required information.

Points 1-5 5-10 10-15 Content Text addresses less than 1/2

of the narrative information required. Knowledge of content demonstrated is superficial. Writing is vague with no concrete implications.

Text addresses some of the narrative information required. Some content mastery is evident. Concepts are presented in an easy to follow manner with good transition. Implications are general or indirect.

Text addresses narrative information required. Knowledge of content is demonstrated and based on quality investigation. Information is clearly articulated and includes concrete implications.

Points 1-9 10-19 20-30 Application of two concepts. This is the main content are of your paper and needs to have depth.

One NCFR standard is cited. Application of concepts in minimal.

Two NCFR standard is cited. Applications of both concepts are good but could have more depth to the content.

NCFR standard is cited. Applications of both concepts are complete and well written with extensive depth and application. (6 total for entire paper)

Points 1-2 3-4 5 Format Format given in class is

somewhat followed. Cannot follow paper information.

Format given in class is somewhat followed. Paper somewhat difficult to follow.

Format given in class is followed. Paper easy to read and follow.

Points 1 2 3 Sites Researched Followed criteria under

“values of this experience” for sites investigated and did at least 1 of the 3 required.

Followed criteria under “values of this experience” for sites investigated and did at least 2 of the 3 required.

Followed criteria completely (all 3) under “values of this experience” for sites investigated.

Organization Paper is poorly organized, or missing substantial pieces, such as the introduction, body, conclusions, abstract or references. Transitions are confusing or nonexistent.

Paper is missing title page, or sections of the paper are out or order. The text is somewhat vague in terms of introduction, body and conclusions. Some of the transitions are confusing.

All sections of the paper are included in the appropriate order. The text includes a clear introduction, body and conclusion. Transitions are logical and easy for the reader to follow.

Language The language was inappropriate in terms of vocabulary, cultural terms or frequent grammatical errors. Paper was written using first or second person. Tense usage was inappropriate or inconsistent.

Language used was appropriate and grammatical errors were few. Some subject specific vocabulary was not clearly defined. Ideas were often vague and difficult to follow. The paper was written in third person. Tense usage was not consistent.

Writer used appropriate vocabulary and cultural terms. Ideas were articulated in a clear, concise, easy to follow manner. Subject specific terms were clearly defined. The paper was written in third person. Tense usage was appropriate and consistent.

25

CAREER/EMPLOYMENT INVESTIGATION GRADE RUBRIC CHF 4490B – Senior Seminar

NAME: POINTS: (50)

Total Points for Areas listed

Below 19 20-29 30-39 40-50

One (1) different career/employment settings is researched.

One to two (1-2) different career/employment settings are researched.

Three to fore (3-4) different career/employment settings are researched.

Five (5) different career/employment settings are researched.

Employment summaries contain little or less than 1/4 of the required information.

Employment summaries contain some of 1/2 of the required information.

Employment summaries contain most or 3/4 of the required information.

Employment summaries contain all of the required information.

Employment summaries are typed.

Employment summaries are typed.

Employment summaries are typed and written with few errors.

Employment summaries are typed, easy to follow and well written with no errors.

Employment summaries are handed in after the due date.

Employment summaries are handed in after class on the due date.

Employment summaries are handed in at the end of class on the due date.

Employment summaries are handed in at the beginning of class on the due date.

Degree student is receiving does not qualify them for the position investigated.

Degree student is receiving qualifies them for the position investigated.

Positions are not in the community that the student will be living after graduation.

Position is in the community that the student will be living after graduation.

Submission Paper was not submitted electronically in a Word or PDF format into the WebCT along with a hard copy given in class.


COMMENTS:

26

PROGRAM PORTFOLIO GRADE RUBRIC CHF 4990B – Senior Seminar

NAME: POINTS: (100)

Total Points for Areas listed

69 and Below 70-79 80-89 90-100

Binders/Project formatted as required




11 NCFR Standards clearly marked/divided




Evidence of a summary of at least 7 of the 11 standards (Packet from class)

Evidence of a summary of at least 10 or the 11 standards (Packet from class)

Evidence of a summary of each of the 11 standards (Packet from class)

Evidence of a summary of each of the 11 standards (Packet from class)

No reflection information (paper) for all of the artifacts/samples of work/assignments for each of the standards

Reflection information (paper) for all of the artifacts/samples of work/assignments for each of the standards



There are no artifacts/samples of work/assignments

Each standard has a minimum of one (1) artifacts/samples of work/assignments

Each standard has a minimum of two (2) artifacts/samples of work/assignments

Each standard contains at least three (3) or more artifacts/samples of work/assignments

Repeat use of three or more artifacts.

Repeat use of two artifacts.

Repeat use of one artifact.

No repeat of artifacts used.

All artifacts are not students own work or group work student was member of

All artifacts are students own work or group work student was member of

Cover Content page Areas: 1- 2- 3- 4- 5- 6- 7- 8- 9- 10- 11- Other- Finger Print- Resume- Transcript-

Materials are just place in the portfolio with no professionalism

Materials throughout the portfolio are somewhat professionally presented

Materials throughout portfolio are professionally presented

Materials throughout portfolio are professionally presented

Portfolio handed in after the due date.

Portfolio handed in after class on the due date.

Portfolio handed in at the end of class on the due date.

Portfolio handed in at the beginning of class on the due date.

Submission Electronic copy is organized and all information easy to locate.

Less than 70% of work is loaded onto an electronic media format and turned in with the portfolio. (Flash Drive, CD, etc.)

70-79% of work is loaded onto an electronic media format and turned in with the portfolio. (Flash Drive, CD, etc.)

80-89% of work is loaded onto an electronic media format and turned in with the portfolio. (Flash Drive, CD, etc.)

90 – 100% of work is loaded onto an electronic media format and turned in with the portfolio. (Flash Drive, CD, etc.)

COMMENTS:

Documents

SENIOR SEMINAR CHILD AND FAMILY STUDIES 4990B FALL …faculty.weber.edu/cmerrill/4990B Syllabus F 2011.pdf · 2013-05-05 · 1 SENIOR SEMINAR CHILD AND FAMILY STUDIES 4990B FALL SEMESTER