Term Information Course Change Information · Submitted Folden Jr,H Eugene 07/28/2015 09:39 AM Submitted for Approval Approved Folden Jr,H Eugene 07/28/2015 09:40 AM Unit Approval

2367 - Page 1

Term Information

Course Change Information What change is being proposed? (If more than one, what changes are being proposed?)

Creation of an online section of HDFS 2367.

What is the rationale for the proposed change(s)?

This course will be a required course in the AA degree (a totally online degree) which the College Curriculum Committee approved in Spring Semester 2015.

What are the programmatic implications of the proposed change(s)?

(e.g. program requirements to be added or removed, changes to be made in available resources, effect on other programs that use the course)?

none

Is approval of the requrest contingent upon the approval of other course or curricular program request? No

Is this a request to withdraw the course? No

General Information

Offering Information

COURSE CHANGE REQUEST2367 - Status: PENDING

Last Updated: Folden Jr,H Eugene07/28/2015

Effective Term Spring 2016

Previous Value Summer 2013

Course Bulletin Listing/Subject Area Human Dev and Family Science

Fiscal Unit/Academic Org Department of Human Sciences - D1251

College/Academic Group Education & Human Ecology

Level/Career Undergraduate

Course Number/Catalog 2367

Course Title American Family Issues

Transcript Abbreviation America Fam Issues

Course Description Development of writing, presentation, and oral discussion skills while critically examining family andrelated community issues.

Semester Credit Hours/Units Fixed: 3

Length Of Course 14 Week, 7 Week, 4 Week (May Session), 12 Week (May + Summer)

Flexibly Scheduled Course Never

Does any section of this course have a distanceeducation component?

Yes

Is any section of the course offered 100% at a distance

Previous Value No

Grading Basis Letter Grade

Repeatable No

Course Components Lecture

Grade Roster Component Lecture

Credit Available by Exam No

Admission Condition Course No

Off Campus Never

Campus of Offering Columbus

2367 - Page 2

Prerequisites and Exclusions

Cross-Listings

Subject/CIP Code

Requirement/Elective Designation

Course Details



Prerequisites/Corequisites Prereq: English 1110.01 (110.01), 1110.02 (110.02), or 1110.03 (110.03).

Exclusions Not open to students with credit for 367.

Cross-Listings

Subject/CIP Code 19.0707

Subsidy Level General Studies Course

Intended Rank Freshman, Sophomore, Junior, Senior

General Education course:

Level 2 (2367)

Course goals or learningobjectives/outcomes

Develop an expanded understanding of the diverse family forms in the United States and the developmental and

relational issues facing members of diverse families

•

Recognize the diversity within and between “categories” of diverse families•Develop critical/analytical skills through the analysis of problems present in diverse families due to family member’s

race, ethnicity, socioeconomic status, sexual orientation, gender, religion, disability, age, and/or geographical

location

•

Develop an understanding of the societal, policy, and community level contexts that diverse families function in and

their potential impact on family relationships as well as family members.

•

2367 - Page 3



Content Topic List Family•Diversity•Asian American•African American•Latino/Hispanic•Multiracial•Immigrants•Sexual Orientation•Relationships•Religion•Social Class•Disability•Age•Cultural Context•Class•

Attachments HDFS2367a.docx

(Syllabus. Owner: Folden Jr,H Eugene)

•

HDFS2367b.docx

(Other Supporting Documentation. Owner: Folden Jr,H Eugene)

•

HDFS2367c.pdf


•

HDFS2367d.pdf


•

FoldenLetter1.docx

(Cover Letter. Owner: Folden Jr,H Eugene)

•

Comments

Workflow Information Status User(s) Date/Time Step

Submitted Folden Jr,H Eugene 07/28/2015 09:39 AM Submitted for Approval

Approved Folden Jr,H Eugene 07/28/2015 09:40 AM Unit Approval

Pending Approval

Odum,Sarah A.

Zircher,Andrew Paul

Warnick,Bryan R.

Achterberg,Cheryl L

07/28/2015 09:40 AM College Approval

Quick Links : Beginning Schedule Rubrics Major Due Dates (Double Click to enter header then control+click )

HDFS 2367 Online Section DRAFT 6/15/15 Page 1 of 27

The Ohio State University College of Education and Human Ecology

HUMAN DEVELOPMENT AND FAMILY SCIENCE 2367: American Families

Online Course Prerequisite: English 110/111 or equiv; sophomore standing

Instructor: Katye R. Miller, PhD, MCHES Office hours: TBD (based on instructors’ semester teaching schedule) E-Mail: [email protected] (please put HDFS 2367 DL in the subject line)

NOTE: Please allow 48 business hours for a response to an email question; Weekends, holidays, and day of assignments/deadlines, please allow 72 hours for a response to an email question.

QuickLinks: Course Schedule Netiquette: Guidelines for E-Communications Weekly format, Site Organization, Internet disclaimer Online Instructor/Student Expectations Grading Rubrics Major Assignment Due Dates Policies regarding late work Course Description This course is designed to help students develop writing, presentation, and discussion skills while critically examining family and work issues. As a second level writing course, an important focus of class will be developing critical research writing skills. Course Objectives

1. Demonstrate the ability to read carefully and express ideas effectively through critical analysis, discussion, and writing.

2. Apply written, oral, and visual communication skills and conventions of academic discourse to the challenges of a specific discipline.

3. Access and use information critically and analytically.

This course satisfies the GE requirement of a second level writing course (2367). Goals: Students critically analyze work and family issues and how these issues influence family dynamics/interactions. In addition, students will be able to effectively research topics and write various styles of research papers (e.g., study comparisons, application of research). Expected Learning Outcomes: Students will be able to:

1. Develop well-structured research papers on work-family topics. 2. Ability to research, understand and critically analyze relevant research articles for papers. 3. Develop a better understanding of work-family dynamics and how they can apply to family

interactions. (e.g., the “second shift,” childcare, retirement, etc.)



4. Ability to critically analyze work-family issues through written discussion responses to prompts.

5. Accurately utilize APA formatting. 6. Ability to read, critically analyze, and provide constructive feedback to a peers work. 7. Ability to effectively communicate and present research.

Required Text: Hochschild, A. (2012). The second shift: Working families and the revolution at home. New York, NY:

Penguin Group.

Faigley, L. (2012). The little penguin handbook. (3rd Edition). Boston, MA: Pearson Education.

Required Readings Posted on Carmen:

Harrington, B., Deusen, F. V., & Humberd, B. (2011). The new dad: Caring, committed and conflicted.

Boston College Center for Work & Family.

Harrington, B., Deusen, F. V., & Mazar, I. (2012). The new dad: Right at home. Boston College

Center for Work & Family.

Milkie, M. A., Raley, S. B., & Bianchi, S. M. (2009). Taking on the second shift: Time allocations and

time pressures of U. S. parents with preschoolers. Social Forces, 88(2), 487-518.

National Institute of Child Health and Human Development. (2006). The NICHD study of early child

care and youth development: Findings for children up to age 4 ½ years. National Institutes of

Health.

Williams, J. C., & Boushey, H. (2010). The three faces of work-family conflict: The poor, the

professionals, and the missing middle. WorkLifeLaw: UC Hastings College of the Law.

Writing Resources: Students will be writing 3 different papers, which require strong writing skills. Below are resources students can utilize to improve writing skills. http://cstw.osu.edu/writingCenter/, http://apastyle.apa.org http://www.library.osu.edu http://owl.english.purdue.edu/owl/resource/560/01/

http://cstw.osu.edu/writingCenter/

http://apastyle.apa.org/

http://www.library.osu.edu/

http://owl.english.purdue.edu/owl/resource/560/01/



American Psychological Association. (2010). Publication manual. Washington D.C.: American

Psychological Association.

Strunk, W., & White, E. B. (2000). The elements of style. New York, NY: Longman.

Additional Materials/Activities Additional learning resources, including readings and videos, will be available on Carmen. Drop/Withdrawal Drops and withdrawals must follow the Registrar's Office specified procedures or the grade earned will be the grade received, even if it is a failing grade. Forms are available from an academic adviser. Late Work Discussion Group Postings and Responses: Because of the nature of group discussions and responses—timely participation enriches the experience for all—no late discussion or response posts will be accepted. Papers: All late papers will receive a 15% deduction in a grade for each day it is late, up to 2 days. Papers submitted 2 days or more after the deadline would earn a zero (0). Peer Reviews of Research Policy Paper: Due to the nature of the peer reviews and the need for students to revise and submit a final paper, there will be no late peer reviews that will be accepted. Peer Evaluations: Due to the nature of calculating peer evaluation averages, peer evaluations will not be accepted after the deadline.

Course Requirements Attendance: there are two required classes in which all students will need to log on and complete a pre-test and post-test assessment at the same time. This assessment is utilized for the 2nd level writing level courses across campus. Each student will earn 5 points extra credit for the completion of each assessment. PROVIDE DATES FOR REQUIRED DAY/TIME OF ASSESSMENT Orientation Quiz (10 points) Purpose: to make sure students are sufficiently oriented to the course components, policies, and procedures.

• Complete by DATE: Complete an Orientation quiz in Carmen • 15 minutes to complete each attempt (10 questions) • Score at least 100% (10/10) to continue in the course. • Covers: “Getting Started” section of Carmen • Take as many times as you need to reach 100%



• Questions are randomized; each attempt will generate a different question set. • Grade will be automatically calculated when quiz is submitted.

Assigned Readings Purpose: to provide a strong base on work-family issues a typical American family may experience. The readings will assist students in developing educated responses to discussion prompts.

• Second Shift book • APA Stylebook • We will cover various topics and all additional readings will be available on Carmen. • No face-to-face “lecture” • PowerPoint slides will be available on Carmen • Audio summaries of slides will be available on Carmen • Slides and summaries are located in Carmen –> Content and become available at the beginning

of each segment.

Group Discussions (105 points) Purpose: assist students in utilizing critical thinking skills when analyzing one or more aspects of the course topics through discussion prompts.

Group discussions:

• Each student will be randomly assigned to a group of up to 4 students. Discussions will occur within these groups.

• Required: 2 posts per course topic on the group discussion board – 1 initial post (new thread) and 1 response to a peers’ post

• Each initial post is due by Thursday at 11:59 p.m. of the respective week (10 points each post) o You will not be able to see any posts until you start a new thread and submit your

post/response to the discussion prompt(s) o Minimum of 200 words (Please do not attach documents to a thread; insert your own

words into a thread) o Grading (See Appendix A for rubric): Shows ability to understand the course content

(without regurgitation of the material), apply the course content, utilize critical thinking skills in the response, integration of past topics discussed/current events/media/etc. to show how work/family issues are complex and not siloed, and grammar/spelling/punctuation.

• Each response to a peers’ post is due by Sunday at 11:59 p.m. of the week. (5 points each post) o Minimum of 100 words o Grading (See Appendix A for rubric): Shows the ability to read a response and

thoughtfully and respectfully respond. Ability to expand the thought (e.g., “piggy back,” add to the thought/idea/information). Grammar/spelling/punctuation.

• NO LATE POSTS or MAKE UP POSTS will be accepted • Grading of discussion posts will be completed within 1-2 weeks of the due date.

Papers: Papers will progress through a writing process and include the following papers



1. Second Shift Paper (145 points). Stepwise Process: students will receive feedback at each stage of writing and then revise the paper to submit a final paper. See Appendix B for details. 2. Research Policy Paper (100 points). Peer review process paper. Each student will review a minimum of 3 peers’ papers and utilize the feedback received to revise and submit a final paper. See Appendix C for details. 3. Group Paper and Presentations (100 points). Collaborative process. Each student will work within a team system to write a paper and develop an online presentation to be viewed by the instructor and other students for grading. See Appendix D for details. 4. Self-reflection Paper (10 points, bonus). Individual bonus paper (a.k.a., extra credit). Each student has the opportunity to complete a bonus paper at the end of the semester. See Appendix E for details. Late papers: With the exception of the bonus paper, Papers will be accepted up to 2 days after the due date for a 15% deduction in your grade for each day the paper is late. Papers will not be accepted if submitted over two days after the due date. It is the student’s responsibility to know due dates and turn the correct assignment in on time. Difficulties with technology, thinking a paper was uploaded/posted, or other events that arise will not be accepted as excuses. Carmen does provide an email confirmation when a document is uploaded. Please do not wait until the last minute. Grading of papers: the instructor will do her best to provide a 2-3 week turn around on the grading of all final papers. For the Second Shift stepwise process, grading on steps 1-3 will have a 1-2 week turn around.

Peer Reviews (50 points): Each student will extensively review their group members Research Policy paper. Guidance on how to utilize track changes and the comments function on Microsoft Word will be provided. See Appendix C for details. Grading of Peer Reviews will be completed within 1-2 weeks of the due date. Peer Evaluations (10 points): At the end of the semester, each student will complete a peer evaluation of their group members based on each students’ involvement, communication, etc. in the Group Paper and Presentation. There are 2 separate components where the peer evaluations can affect a students’ grade:

1. By following the directions to complete the peer evaluation, a student will earn 10 points. These points are only for completing the peer evaluation and has nothing to do with the actual peer evaluation averages.

2. The average from these peer evaluations will be 25% of the Group Paper and Presentation grade. Therefore, if a student does not participate (or participates minimally), then their peer evaluation grade can greatly affect their (individual) Group Paper and Presentation grade.

Grading and averaging of peer evaluations will be completed within 1-2 weeks of the due date. HDFS Statement about Assignments Please note that all assignments in this class are intended for educational purposes only and shall not be



used for publication or a scholarly presentation outside this class. Student Evaluation of Instruction Students will evaluate the course using the online Student Evaluation of Instruction (SEI). Grading:

Orientation Quiz 10 points Second Shift Paper 145 points Research Policy Paper 100 points Peer Reviews 50 points

Group Presentations and Papers 100 points Discussion Posts/Responses (7x15) 105 points Peer Evaluation 10 points TOTAL 520 Final Grade Scale The course is letter graded. Final grades will be calculated as a percent (total points accumulated divided by total points possible). The following percent system will be used as a guide to award a letter grade: 93-100 = A 87-89.9 = B+ 77-79.9 = C+ 67-69.9 = D+ 90-92.9 = A- 83-86.9 = B 73-76.9 = C 63-66.9 = D 80-82.9 = B- 70-72.9 = C- NOTE: Carmen does not round up or down; therefore the grade you earn is the grade you will receive. FREE POINTS: Due to unforeseen circumstances students might encounter (e.g., emergency, technology difficulties, etc.) during the semester, all students will receive a “free” 15 points at the end of the semester. This is separate from the “Self-reflection” paper. Rationale for Course Organization All content, except films, will be available from day 1 of the course, but will be organized by topic and in order of deadlines for each topic and paper. There will be set deadlines for each paper, peer reviews, and discussion posts. Deadlines are firm. Due to copyright laws, films will be available during certain periods of time leading up to discussions on that specific topic.



Weekly Course Schedule and Deadlines

Week Discussions/Quiz Due Papers Due Theme Reading(s)

Videos/Films to View

(THIS WILL BE FILLED IN

WHEN LECTURES ARE DEVELOPED;

including links)

Objectives that will be

Met

1

Orientation Quiz

Introduction

to Course

“Getting Started,”

Syllabus, Rubrics, Netiquette

REQUIRED: Pre-test Writing

Assessment

Assigned Reading (available at the beginning of the

assessment)

Introduction to

work/family conflict

Hochschild, Chs. 1-3 4

332

Writing lesson

#1: Intro to Writing

Faigley Parts 1-3 (p. 2-66), Colloquial

Writing Document

1

Writing lesson #2 1, 2

Writing lesson #3: APA 1, 2, 5

3

Discussion and

Response

Couples, Benefits &

Social Organization

3, 4, 6

Paper 1: Second

Shift, Part 1

Sexual Harassment in the Workplace

“Anita” Film “Anita” Film 1, 2, 3, 4, 5

4

Discussion and

Response Employment

and Parenting 3, 4, 6

Paper 1: Second

Shift, Part 2

Employment and Parenting;

Second Shift 1, 2, 3, 4, 5



5

Writing lesson #4: Research Policy Paper 1, 2, 4, 5

Discussion and

Response Childcare NICHD Study on

Childcare 3, 4, 6

6

Paper 1: Second

Shift, Part 3

Father Involvement/S

tay at Home Dads

New Dad Reports 1, 2, 3, 4, 5

Discussion and

Response Sandwiched

Workers 3, 4, 6

7

Employment & SES

Three Faces Study 3, 4, 6

Discussion and

Response Taxes & Social

Security 3, 4, 6

8

Paper 1: Second

Shift, Final Revised Paper

1, 2, 3, 4, 5

9

Discussion and

Response Healthcare &

Employment 3, 4, 6

Retirement 3, 4, 6

10

Discussion and

Response

Disability, Diversity &

Equal Opportunity

Disability report 3, 4, 6

Peer Reviews

Due (Sunday,

11:59 p.m.)

Draft Policy Paper due (Monday,

noon)

Peer Review of Research

Policy Papers 6

11

Research Policy Paper,

Sunday (11:59 p.m.)

Presentation Skills Lesson 2, 3, 7

Work on Group Paper

and Presentation

1, 2, 3, 5, 6, 7

12 Work on Group Paper 1, 2, 3, 5, 6, 7



and Presentation

13

Work on Group Paper

and Presentation

1, 2, 3, 5, 6, 7

14

Group Paper and

Presentation (due

Monday by noon)

Group Presentation

Reviews 1, 2, 3, 5, 6, 7

15

Group

Presentation Reviews due

Group Presentation

Reviews 6

REQUIRED: Post-Test Writing

Assessment

Self-Reflective

Paper (Bonus Paper)

1, 2, 3, 5

As with all things on the syllabus, I maintain my right as instructor to change any items as necessary. I will strive to ensure that change will not be needed. Office of Student Life Disability Services Statement Any student who feels s/he may need an accommodation based on the impact of a disability should contact one of the instructors privately to discuss specific needs. The Office of Disability Services is relied upon for assistance in verifying the need for accommodations and developing accommodation strategies. Please contact the Office for Disability Services at 614-292-3307 (V) or 614-292-0901 (TDD) in room 150 Pomerene Hall to coordinate reasonable accommodations; http://www.ods.ohio-state.edu/. Please make sure that students know they will be expected to follow Americans with Disabilities Act Guidelines for access to technology. Academic Integrity (Academic Misconduct) Academic integrity is essential to maintaining an environment that fosters excellence in teaching, research, and other educational and scholarly activities. Thus, The Ohio State University and the Committee on Academic Misconduct (COAM) expect that all students have read and understand the University’s Code of Student Conduct, and that all students will complete all academic and scholarly assignments with fairness and honesty. Students must recognize that failure to follow the rules and guidelines established in the University’s Code of Student Conduct and this syllabus may constitute “Academic Misconduct.”

The Ohio State University’s Code of Student Conduct (Section 3335-23-04) defines academic misconduct as: “Any activity that tends to compromise the academic integrity of the University, or subvert the educational

http://www.ods.ohio-state.edu/

http://www.ods.ohio-state.edu/



process.” Examples of academic misconduct include (but are not limited to) plagiarism, collusion (unauthorized collaboration), copying the work of another student, and possession of unauthorized materials during an examination. Ignorance of the University’s Code of Student Conduct is never considered an “excuse” for academic misconduct, so I recommend that you review the Code of Student Conduct and, specifically, the sections dealing with academic misconduct.

If I suspect that a student has committed academic misconduct in this course, I am obligated by University Rules to report my suspicions to the Committee on Academic Misconduct. If COAM determines that you have violated the University’s Code of Student Conduct (i.e., committed academic misconduct), the sanctions for the misconduct could include a failing grade in this course and suspension or dismissal from the University.

If you have any questions about the above policy or what constitutes academic misconduct in this course, please contact me.

Other sources of information on academic misconduct (integrity) to which you can refer include:

• The Committee on Academic Misconduct web pages (COAM Home) • Ten Suggestions for Preserving Academic Integrity (Ten Suggestions) • Eight Cardinal Rules of Academic Integrity (www.northwestern.edu/uacc/8cards.html)

Grievances and Problem Solving According to University Policies, available from the Division of Student Affairs, if you have a problem with this class, “You should seek to resolve a grievance concerning a grade or academic practice by speaking first with the instructor or professor: Then, if necessary, with the department chairperson, college dean, and provost, in that order. Specific procedures are outlined in Faculty Rule 3335-7-23, which is available from the Office of Student Life, 208 Ohio Union.” “Grievances against graduate, research, and teaching assistants should be submitted first to the supervising instructor, then to the chairperson of the assistant’s department.” Statement on Diversity The College of Education and Human Ecology affirms the importance and value of diversity in the student body. Our programs and curricula reflect our multicultural society and global economy and seek to provide opportunities for students to learn more about persons who are different from them. Discrimination against any individual based upon protected status, which is defined as age, color, disability, gender identity or expression, national origin, race, religion, sex, sexual orientation, or veteran status, is prohibited. Mental Health Statement A recent American College Health Survey found stress, sleep problems, anxiety, depression, interpersonal concerns, death of a significant other and alcohol use among the top ten health impediments to academic performance. Students experiencing personal problems or situational crises during the quarter are encouraged to contact the OSU Counseling and Consultation Services (614-292-5766; http://www.ccs.ohio-state.edu) for assistance, support and advocacy. This service is free and confidential. MAJOR ASSIGNMENT DUE DATES

http://oaa.osu.edu/coam.html

http://oaa.osu.edu/coamtensuggestions.html

http://www.northwestern.edu/uacc/8cards.html

https://email.osu.edu/owa/redir.aspx?SURL=aHtEtL_nwQPbZWXC_3gg8QMCDPLvZl2s7ocpTX2hy8a2ViJd1IPSCGgAdAB0AHAAOgAvAC8AdwB3AHcALgBjAGMAcwAuAG8AaABpAG8ALQBzAHQAYQB0AGUALgBlAGQAdQA.&URL=http%3a%2f%2fwww.ccs.ohio-state.edu



Assignment Week due Points Orientation Quiz WEEK 1 10 Pre-test Assessment WEEK 1 5* Second Shift Paper, Part 1 WEEK 3 15 Second Shift Paper, Part 2 WEEK 4 15 Second Shift Paper, Part 3 WEEK 6 15 Second Shift Paper, Final Revised Paper WEEK 8 100 Research Policy Paper, Draft WEEK 10 0 Peer Reviews WEEK 10 50 Research Policy Paper, Final Revised WEEK 11 100 Group Paper WEEK 14 25 Group Presentation WEEK 14 25 Presentation Reviews WEEK 15 25 Peer Evaluation Average Calculated by Dr. Miller 25 Peer Reviews WEEK 15 10 Post Test Assessment WEEK 15 5* Self-Reflective Paper WEEK 15 10* Initial and Response Discussion Post Various Weeks 105 520 plus 20 ex. credit * Bonus points/assignments

WEEKLY COURSE FORMAT:

Each week of instruction (found in the Content link) will use the following format.

• Introduction & Tasks: Introduction of what will be covered for the week.

• Coursework : Lectures, videos, reading, and other components.

• Class Discussion: Collaborative discussion about the topics reviewed (7 weeks only).

• Checkpoint: Reminders of what is due for the week: Papers, discussions, etc.

• Wrap--‐up: Summary of the weekly content with a sneak peek into the next week. EXPECTATIONS OF ONLINE PARTICPANTS We are on this learning journey together! As the instructor, my role is to guide you through the learning process. We are not only learning from the content in the course, but also from each other. Here are a few course expectations: Expect from Instructor • Good faith assurance that the course content and components are working properly • Knowledge and enthusiasm • Professional online communication



Expect from Students • Expect to invest an average of 10-15 hours per week to the course • Provide constructive feedback in the discussion forums • Participate fully in the class discussion activities • Professional online communication (See Netiquette section below) INTERNET USE DISCLAIMER Please remember as you are working on assignments throughout the duration of this course that you are using the Internet and World Wide Web as the basis for learning. More importantly, remember that sometimes we do not have control over the advertisements that appear on sites listed in this course. Although the goal is to choose only reputable sites, we cannot control your non--‐linear use of the sites, nor can we control the constant change that happens on the Net. Know that it is never our intention to ask you to pay for sites or to cause you any computer problems. TECHNOLOGY Participants will complete course activities online. Recommended technology skills include the following Internet and computer competence:

• Ability to use a Web browser—such as Internet Explorer or Firefox—including how to use plug-ins to support streaming audio or video and lecture capture programs such as Mediasite.

• Knowledge of search engines and how to search for appropriate resources efficiently

• Competence using e-mail

• Competence with Microsoft Word

• Ability to participate in threaded discussion

• Knowledge of how to use collaborative software such as Carmen.

• Software requirements: This course runs on Ohio State’s Carmen platform and utilizes

Mediasite for all lecture captures. It is recommended students utilize Internet Explorer as the primary browser for Carmen. (NOTE: Dr. Miller has a MacBook and has luck with Firefox)

TECHNICAL SUPPORT Following are the resources available for technical support and help. • Carmen Help for Students: http://elearning.osu.edu/carmen--‐help/students/index.htm • IT Service Desk Contact Help Desk (ocio.osu.edu/help/) at [email protected] OR 614.688.7357 (688-HELP) ORGANIZATION OF COURSE CARMEN SITE Take a minute to review the environment structure as this will help guide you where things are in the course. Navigation

http://elearning.osu.edu/carmen-

mailto:[email protected]



At the top of the course are six navigation links. Below is a description of each tab. • Content: Here you will find course materials and instruction.

• Activities: Here you will find the following items: Discussion, Dropbox, Quizzes

and Surveys. Just click on this area to receive the dropdown list with all the above choices.

• People: Here you will find the following items: Classlist, Groups, Attendance, and Email.

• Grades: This link will take you to your grades for the course.

• Library: This link will take you to the library homepage.

• Help: Here you will find help for the following: System Check, Supported Browsers, Instructor Help, Student Help, and Workshops.

NETIQUETTE POLICY – For Email and Discussion Board

Sourced from "Netiquette Policies. Center for Teaching Excellence." 28 May 2012. http://www.lcc.edu/cte/resources/teachingtips/tip32.aspx)

1. Only say something in an email that you would say directly to a person. 2. Because email can be easily forwarded, assume everyone has access to your email. 3. While it is wise to follow #2, please do not forward or post another person's email without their

permission. 4. Avoid using all CAPS; IT COMES ACROSS LIKE SHOUTING!!! 5. Keep in mind that in face-to-face and vocal communications, we can rely on nonverbal

elements such as tone of voice and facial expressions to gain a sense of a person’s meanings and intentions beyond their words. Those clues are nearly nonexistent in email and discussion postings; anything that could be taken as rude or offensive probably will be, even if you don’t intend to be taken that way.

6. Never send/post a message when you are angry or upset. Give yourself time to "sleep on it." Draft your response and reread it in 24 hours. Chances are you will decide not to send it or you will rewrite a more appropriate response.

7. When reading and/or critiquing others’ work, keep in mind that we are all here to learn, and learning implies a certain degree of imperfection. Try to convey your feedback in a constructive, polite and rational way. Likewise, try to be open to constructive feedback.

a. (Note: I have a description of the expectations for discussion board assignments in the syllabus. Please review these expectations.)

8. Please be respectful of your peers, even when you do not agree. Bulllying via discussion posts will not be tolerated.

Email Policies and Procedures

Check Your School Email Frequently

• Check your OSU email a minimum of 3 times a week. It is inexcusable to not check your school email when taking an online class. Checking your OSU email every day is better. I will

http://www.lcc.edu/cte/resources/teachingtips/tip32.aspx



be sending you emails that you will be responsible for reading, and you will likely get important emails from other instructors and/or administrative offices at OSU throughout the semester.

• Buckeyelink allows you to set preferences for where your OSU email is forwarded. • Please use your @osu.edu email account for sending communications to your instructor or

fellow students regarding course related matters. With spam filters being what they are, communicating via alternative addresses adds unnecessary complications. Use your OSU account.

• PLEASE INCLUDE COURSE NUMBER IN EMAIL SUBJECT LINE (sorry I didn’t mean to shout, but that’s important.). I teach 4 different classes with over 350 students, if you do not tell me which class you’re asking about then that will be my first question back to you.

Be Specific and Clear

Make use of the FAQ Discussion Board for general questions related to lectures, papers, discussion prompts, etc. In addition, if you have a question, please check the board before emailing me.

Something that may be clear to you, something that you've thought a lot about, might not be clear to the person who is reading your message. Do not send quick emails and assume that others will know what you are talking about. Explain what you want to say thoroughly, using specific language. If you feel you tend to be too vague, have someone else who is unfamiliar with what you want to say read your email before you send it to make sure the meaning is clear to them.

Here are some examples of vague emails I might get:

• "I'm confused about the paper due Thursday." (To this person, I would reply, "Can you be more specific about what is confusing you about the paper?" Otherwise, I might spend an hour trying to address everything I can think might be the problem, only to find out I still have not explained the right thing.)

• "I'm totally lost; I don't know how to do anything." (I would recommend this person schedule a meeting with me ASAP because not only do I not know exactly where the problem is, the person seems to need significant one on one help getting familiar with basic online class procedures.)

• When we are in the middle of an email exchange, please remember that while your concern is important to me, you might not be the only student I am responding to at the time. If starting a new email, rather than a response string, please give me all the background information that you can to explain the situation.

• Generally avoid sending an attachment without a full explanation in the message box of what it is and what you would like your reader to do with it.

Grammar and Spell Check Your Emails

• Course related email is a hybrid sort of communication; it is not family/friend casual texting, and it is not formal essay writing. Proceed, but with some caution: text based shorthand and unclear sentences can lead to frustration on the part of your readers as they struggle to understand your meaning. Most email services nowadays contain a spellchecker you can use.



• If you don’t use a signature box for your emails, you might consider taking advantage of this attribute. It helps ensure that your instructor knows who is communicating! If you do not use the signature box, please conclude your email with your name you are registered with. Even if you have recently married or divorced and your name has changed, you still need to use the name you registered with or I will not know who you are.

Use care with tone

• As noted above, in email if something can be read as rude or insulting, it is likely to be understood that way. At times in the term you might very well disagree with me, or become frustrated with some aspect of the course. Let me know, and please be careful with tone. I'm happy to receive constructive criticism about the course, especially if you give me suggestions for making things better for students, but it's better if you start a document to record your thoughts and save them for the survey at the end--that way you will have more of an overall perspective of what the course is trying to do.

GRADING RUBRICS (scroll down to the Appendices for Paper requirements and rubrics.)



Appendix A: GRADING RUBRIC for DISCUSSION BOARDS Discussion Posts – INITIAL POSTS Grading Rubric Worth: 10 points

4 3 2 1-0

UNDERSTANDING and APPLICATION OF COURSE MATERIAL

Reflects strong evidence of understanding and application of the course material.

Strong utilization of own words to show understanding of the course material.

Reflects evidence of understanding and application of the course material.

Rarely quotes material and/or very little regurgitation of course material.

Reflects some evidence of understanding and application of the course material.

Some quotes and/or regurgitation of course material.

Reflects little evidence of understanding and application of the course material.

Regularly quotes material and/or regurgitation of course material.

4 3 2 1-0

UTILIZATION OF CRITICAL THINKING SKILLS

• Reflects strong evidence of critical thinking related to topic.

• Reflects evidence of critical thinking related to the topic.

• Reflects some evidence of critical thinking related to the topic.

Reflects little evidence of critical thinking related to the topic.

2 1.5 1 0.5-0

ORGANIZATION OF RESPONSE/GRAMMAR/ SPELLING/PUNCTUATION

Information is clearly focused in an organized and thoughtful manner.

At least 250 words

No spelling, grammatical, punctuation or format errors

Information is mostly focused in an organized and thoughtful manner.

Barely meets word requirement.

Less than 5 spelling, grammatical, or punctuation errors

Information is somewhat focused in an organized and thoughtful manner.

Does not meet the word requirement.

10 spelling, grammatical, or punctuation errors

Information is haphazard and fragmented.

Minimal words (100 or less)

More than 10 spelling, grammatical, or punctuation errors

NOTE: grading rubric for “Response posts” is below (on second page)



Discussion Posts – RESPONSE POSTS Grading Rubric Worth: 5 points

4 3-2 1-0

RESPONSE IS A PEERS ORIGINAL/INITIAL POSTS and EXPANDED UPON THE POSTS.

Reflects strong evidence of understanding peers post.

Strong utilization of own words to expand upon peers’ posts.

Fully follows the discussion guidelines.

Reflects evidence of understanding peers post.

Some quoting of material and/or very little regurgitation of course material to expand upon the post.

Mostly follows the discussion guidelines.

Reflects little evidence of understanding of peers post.

Regularly quotes material and/or regurgitation of course material to expand upon the post.

Does not follow the discussion guidelines.

1 0.5 0

ORGANIZATION OF RESPONSE/GRAMMAR/ SPELLING/PUNCTUATION

Information is clearly focused in an organized and thoughtful manner.

At least 100 words

No spelling, grammatical, punctuation or format errors

Information is somewhat focused in an organized and thoughtful manner.

50-99 words

Less than 10 spelling, grammatical, or punctuation errors

Information is haphazard and fragmented.

Less than 50 words.

More than 10 spelling, grammatical, or punctuation errors



Appendix B: Second Shift Paper (145 Points) This is a stepwise process paper. Each stage students will receive feedback to improve writing skills, following paper components, and APA formatting. WHAT: Compare Hochschild’s “The Second Shift” course book with more recent work by Milkie, Raley, & Bianchi (2009) posted on Carmen. The following need to be addressed in student papers: 1. Summarize/paraphrase 3 differences in research findings (not methodologies) between the two required readings for the paper. 2. Identify at least 1 reason for each of these differences in findings. 3. Based on these reasons for the differences, identify gaps in the research and make future research recommendations. NOTE: It is important to stick to the above 3 required aspects of the paper. If your paper is significantly shorter than 3 pages, then you probably are not doing the required components. If your paper is significantly longer than 3 pages, then you are probably adding more than needed (e.g., information about specific families). Be concise in your writing.

Required readings to complete the paper: Hochschild, A. (2012). The second shift: Working families and the revolution at home. New York, NY:

Penguin Group.

Milkie, M. A., Raley, S. B., & Bianchi, S. M. (2009). Taking on the second shift: Time allocations and

time pressures of U. S. parents with preschoolers. Social Forces, 88(2), 487-518.

This paper will have 4 different stages and submissions that will have a quick turn-around with feedback. Each stage requires full APA format. Stages include: Stage 1: Complete the title page and introduction (15 points) Stage 2: Complete the body of the paper (15 points) Stage 3: Complete the abstract, conclusion, and reference page (15 points) Stage 4: Utilize all feedback to revise and submit a final paper that combines the title page, abstract,

introduction, body, conclusion, and abstract. This final paper should NOT have any track changes/comments included. (100 points)

FINAL PAPER: 3 full pages – no more than 4 pages (full APA format), not including title page, abstract, and references. Use of formal writing is required – no colloquial writing.



Appendix C: Research Policy Paper (100 Points) and Peer Review Process (50 Points) This is a peer-reviewed process paper. There will be three (3) stages to this paper process:

3. Each student writes a draft paper of 3–3.5 pages to be reviewed by group members. 4. Each student reviews each of their group members’ papers and provides extensive

feedback through the use of track changes and comments on Microsoft Word (See “Content” – “Papers” – “Research Policy Paper” – “Peer Reviews” for a lecture capture on use of track changes and comments).

5. Each student utilizes the feedback received to revise and complete the full 5-page paper to submit by the deadline.

Paper requirements:

• Research paper, utilizing a minimum of 5 peer reviewed research articles. • Minimum of 1 direct reference for the company policy/benefit chosen (not a newspaper article;

an actual company web site is considered an official source for a company policy/benefit). • Follow all APA formatting requirements for the draft and final papers. • Draft paper (for the peer reviews): 3-3.5 FULL pages (not including the title page, abstract, or

references) • Final paper: FULL 5 pages, no more than 6 pages (not including the title page, abstract, or

references) What is the paper on?

1. Decide what company work/family policy/benefit you would like to write about. 2. Complete an empirical/peer-reviewed search on recommendations/guidelines for the work-

family policy/benefit of choice (see Carmen for ideas). 3. Summarize findings of several peer-reviewed research articles around what should be included in

a company policy/benefit (e.g., parental leave; flexible work schedules; sexual harassment, etc.) 4. Evaluate the extent to which a real company follows these recommendations in policy and/or

benefits. Compare the company policy/benefit to your research on what should be included in a policy/benefit on the chosen topic.

5. Provide suggestions/recommendations on how the company policy/benefit can improve to follow the current guidelines.

Organizing the Peer-Review Process

Peer Review (50 points). Electronic reviews of the Research Policy Paper. This element of the writing process facilitates development of critical analysis and respectful communication. You must have 3-3.5 full pages of writing by the deadline to receive full credit. Rubrics/directions provided on Carmen.

Follow these instructions carefully, as this plan has been developed to reduce chaos in the peer-review

process. Procedures for using track changes/electronic feedback and the Peer-Review Process are explained on Carmen (Provide directions on where to find the audio file).

1. Save your 3-3.5-page draft paper in the following format, “Lastname_Research” (e.g.,



Miller_Research) 2. Upload your paper to a blank discussion board message for your group under “Peer Review” 3. Develop an ordering for your group, and follow that order for your reviews. a). Person B reviews person A’s paper electronically. b). Person B saves person A’s paper as “LastnameA Research 1.” (e.g., MillerA_Research 1) c). Person B re-uploads person A’s paper (as a reply to their original post) with this new name it. d). Then person C opens “LastnameA Research 1” and reviews person A’s paper, saving it now

as “LastnameA Research 2,” and inserting comments/changes in the paper alongside the first reviewers comments.

e). And so on and so forth. A great way to develop an order is by alphabetical order. For instance, if the following students were in

your group then the order would be as follows: Jason Armor Betty Johnson Sally Limmick Brandon Smith Jason would be “person A,” Betty would be “person B,” Sally would be “person C,” and Brandon

would be “person D.” Round 1 of reviews: Jason (A) would review Betty (B); Betty (B) would review Sally (C); Sally (C)

would review Brandon (D); and Brandon (D) would review Jason (A). Round 2 of reviews: Jason (A) would review Sally (C); Betty (B) would review Brandon (D); Sally (C)

would review Jason (A); and Brandon (D) would review Betty (B). Round 3 of reviews: Jason (A) would review Brandon (D); Betty (B) would review Jason (A); Sally

(C) would review Betty (B); and Brandon (D) would review Sally (C). *The main confusion is knowing who’s doing who’s paper next, which is alleviated by creating a

review order and using the same document also enables the author to see all comments and accept changes in one document.

** If two people are reviewing the same paper at the same time then there will be 2 documents with the same name. We want to alleviate this, so stick with your order.

4. At the end of the peer-review, you should find your own paper saved as “Mylastname Research

3” or something along these lines. Open it to see your comments, and accept/reject any recommended changes.

5. This is the most important part: UPLOAD YOUR PAPER (with all the comments) TO THE CARMEN DROPBOX LABELED “PEER REVIEW”. I will grade the length of your rough draft and check that your group members did their review.

The final paper will be at least 5 full pages of writing, but no more than 6 pages (not including the title page, abstract, references). A minimum of 5 peer-reviewed journal articles and 1 company policy/benefit web site/source should be cited and referenced. Additional references can be used. Potential topics, grading rubric and sample paper can be found for reference on the Carmen course page.



Research – Policy Paper Grading Rubric

Improvement

Needed (D+, D, E) Passing

Average (B-, C+, C, C-)

Good/Very Good

A, A-, B+, B) Introduction (5) Clearly introduces problem & thesis (2.5 pts)

Introduction is vague, main points

are not discussed or clear, and the order was disjointed and difficult to follow.

No thesis statement

Moderately strong

introduction including the bare

minimum: main points of the paper. Basic

thesis statement.

Strong introduction including the

main points of the paper, proper

order, clear thesis.

Highlights Importance of Issue (2.5 pts)

There is very little to no discussion of

the topic importance.

There is some discussion of the topic importance.

Strong discussion of topic

importance.

Research Evidence (25) Current state of research on policy/benefit needs or guidelines are presented concisely (5 pts)

Little to no discussion on the

current recommendations

from researchers on what should be

included in workplace

policies/benefits.

States what the current research

recommends for a workplace

policy/benefit, but it is surface level with little

critical analyzation.

Strong critical analyzation of

what the current research

recommends a workplace

policy/benefit should include.

Claims are supported with references (5 pts)

Minimal to no support of claims

with peer reviewed sources. Almost all sources, if there are

any, are non-peer reviewed sources.

Some support with peer

reviewed sources of claims. Some claims may be

supported with non-peer

reviewed sources.

Strong support with peer reviewed

references of all claims.

References are appropriate to topic (5 pts)

Minimal to no relevancy of

references and most sources are over 10

years old.

Some references are relevant with

the topic and some are timely (within the past

10 years).

References are relevant with the topic and timely (within the past

10 years).

Order of content is appropriate (5 pts)

Content does not follow

Content follows recommendations

Content follows recommendations



recommendations of effective paper

writing, is disjointed and is difficult to follow.

of effective paper writing in some areas, but not others. Some

content is difficult to follow.

of effective paper writing.

Demonstrates persuasion (5 pts)

Minimal to no persuasive

techniques within writing.

Somewhat effective

persuasive techniques within

writing.

Effective persuasive

techniques within writing.

Research & Policy Evaluation (30)

Introduces company to be evaluated & relevance (7 pts)

A company is not (or minimally)

introduced and the company is not

connected to the topic. Utilizes a non-

company web site (or no web site at

all) for benefit/policy information.

One or more companies are

introduced, but it is unclear how the company relates to the

topic. Utilizes a non-company

website for benefit/policy information.

One company is chosen and is

introduced clearly and effectively,

including how it relates to the chosen topic.

Utilizes a company website for benefit/policy

information. Includes statement/quote from specific policy (7 pts)

Minimal to no inclusion of supporting

statements from the policy/benefit;

more than 6 quotes from a specific

policy.

Some inclusion of supporting

statements from the

policy/benefit; 4-6 quotes from a specific policy.

Strong inclusion of supporting

statements from the

policy/benefit. No more than 3 short

quotes from a specific policy.

Describes Important items in policy (8 pts)

Minimal to no items from the

policy/benefit are discussed.

Some important items from the


Important items from the


Evaluates the policy at addressing the conflict (8 pts) (e.g., is the policy/benefit in line with what is recommended to be included in the policy/benefit?).

Minimal to no evaluation of the policy/benefit in

comparison to the recommendations from researchers.

Some evaluation (surface level) of

the policy/benefit in comparison to

the recommendations from researchers.

Strong evaluation of the

policy/benefit in comparison to the recommendations from researchers.

Conclusions (10)



Summarizes research evidence (3 pts)

Minimal to no summarization of research evidence; evidence is not in

line with paper requirements.

Some summarization of research evidence and some aspects

are in line with paper

requirements.

Strong and cogent summarization of research evidence in line with paper requirements.

Summarizes overall policy/benefit evaluation (3 pts)

Minimal to no summarization of the policy/benefit

evaluation.

Some summarization of

policy/benefit evaluation.

Strong and cogent policy/benefit

evaluation.

Suggested changes to research and policy/benefit (4 pts)

Minimal to no recommendations were provided for

changes to research and policy/benefit.

Provides surface level

recommendations for changes to research and

policy/benefit.

Provides strong, valid

recommendations for changes to research and

policy/benefit. References (10) At least 5 sources listed (5 pts)

References 2 or less peer reviewed

sources and citations/references

do not match.

References 3-4 peer reviewed

sources (may not properly cite in

the paper)

References at least 5 peer

reviewed sources (properly cross

cited in the paper)

Sources are appropriate: peer reviewed journals (not commentaries, opinions, etc.) (5 pts)

2 or less references are peer reviewed

journal articles.

3-4 sources are peer reviewed

journal articles.

All sources are peer reviewed

journal articles.

Adherence to APA Style (10)

Title Page (1 pt) 4 or more errors on APA formatting

2-3 errors on APA formatting

0-1 errors on APA formatting

Abstract (2 pts) Includes minimal components of the

abstract and has minimal to no APA

formatting.

Includes some components of

the abstract and is partially APA

formatted.

Includes all necessary

information; fully APA formatted;

no more than 250 words.

Headings (1 pt) Heading is minimally or is not

APA formatted.

Heading is partially APA

formatted.

Heading is APA formatted.

Numeration (1 pt) Minimal to no formatting of page

numbers

Some page numbers are

properly formatted for

each page.

All page numbers are properly formatted for

each page.



In-text Citations (3 pts) NOTE: If citations are not utilized, this is plagiarism and considered academic misconduct.

Minimal APA formatting for citations and

quotes. A number of errors (more than

10 errors).

Moderate APA formatting for citations and quotes. Some errors (6-10

errors).

Strong APA formatting for all

citations and quotes. Minimal

errors (0-5 errors).

References (2 pts) Minimal APA formatting for references. A

number of errors (more than 5

errors)

Moderate APA formatting for all references. Some

errors (3-5 errors)

Strong APA formatting for all

references. Minimal errors

(0-2 errors)

Other Things (10) Writing style – smooth transitions, word selection (3.5 pts)

Minimal utilization of research writing. Strong utilization fo colloquial writing.

Moderate utilization of

research writing. Some use of

colloquial writing.

Strong utilization of research

writing. Minimal to no use of

colloquial writing. Spellchecking and Proofreading (3 pts)

More than 10 errors in spelling,

grammar, and/or punctuation.

6-10 errors in spelling,


0-5 errors in spelling,


Followed submission guidelines, timeliness (3.5 pts)

Submission guidelines were not

followed.

Some submission guidelines were followed.

All submission guidelines were

followed.



Appendix D: Group Paper and Presentation (100 Points Total) In 4 person groups of instructor choice, students will explore a work-family topic in a real-life application, which will culminate in a 20-minute group presentation utilizing media resources. This project takes the place of midterm and final examinations.

Groups and Group Projects Students will be randomly assigned to groups. Students will work in these groups throughout the semester in the following ways: during discussions, the peer-review process of your individual papers, and in a group paper and presentation of Work-Family research. OPTIONS FOR GROUP PROJECTS (choose ONE of these three): You will be conducting Work/Family Conflict research and disseminating your findings in a group

paper and media presentation. Choose ONE option with the purpose of finding real-life people OR media personalities that illustrate a WF conflict.

1. Interview & videotape at least 3 people, couples, or families about their experiences with

this work-family conflict. You should have at least 5 specific questions asked to all participants,

2. Analyze 3 television or movie families illustrating work-family conflict for specific work-family dynamics, -OR-

3. Complete a survey of at least 25 people experiencing the chosen work-family conflict, asking at least 5 items.

The projects will culminate in a group 5-page paper and 20-minute presentations, BOTH

describing: Research literature review (with 5 empirical/peer reviewed references) Your group’s research questions Your method, and rationale for this method How you found participants and collected information; group struggles and experiences Video clips of media examples or participant experiences/findings (no more than 10 minutes) Summary of how your data applies to your literature review and class material Informed next steps: prompts for further research, new or changing policies Grading will consist of four components: 1) The quality and application of course content in your formal group presentation 25% 2) Quality and content of the group paper (written as a research project) 25% 3) Peer Evaluations; and 25% 4) Full completion of watching* and assessing the presentations 25% Grading rubrics and peer feedback information will be posted on Carmen to clarify expectations.



Presentations (25%) • Should be 20 minutes. • Fully electronic/video. • Inclusion of media clips are required. If you choose Option 2, these media clips should be from

your chosen TV/movie families and should be no more than 10 minutes of your presentation. If you chose Options 1 or 3, these media clips can be from news outlets, TV/movies, or other reputable and applicable sources; no more than 10 minutes of the presentation.

• One (1) letter grade deduction will occur for every 2 minutes under or over the 20-minute time limit. Therefore, groups should shoot to fall within 18-22 minutes for their presentation.

Group Paper (25%)

• Minimum of 5 full pages of writing, but no more than 6 pages (not including title page, abstract, or references)

• Follows APA formatting • Includes all of the above components • Names of contributors should be in order of contribution

Peer Reviews of Group Project/Involvement (25%) All group members will review each other on their involvement, communication, etc. in the group project/paper. Completion of the peer review is worth 10 points, but the average an individual student receives on the peer evaluation will be 25% of their Group Paper/Presentation grade. For instance, if I completed a peer evaluation properly, I would earn 10/10 for just completing the evaluation, but if my average peer evaluation grade was a 12/25, then I would only earn 12 points towards my final Group Paper/Presentation grade. Completion of watching and assessing presentations (25%) Each student will be required to view all group presentations and assess them. You will be required to view the entire presentation and utilize the skills learned throughout the course to assess the presentations. Please know, I can see everything on my end, including when you viewed a video, how long you spend on that video/page, if it was completed, etc.

MEDIA & TECHNOLOGY:

Tips for video recording subjects: eliminate background noise by using a small, secluded office or classroom or a room without echo.

There are many technology services available for free or at a significantly reduced cost for students. Please check: http://lt.osu.edu/equipment-request/. It is important to note that you do not need to spend a penny to do well on the group project and all technology needs to be done by the group, not a “specialist” in IT or media services.

In addition the Digital Union will work with students to develop videos, voice-overs, and pretty much any other digital media format. They are located in SEL (http://digitalunion.osu.edu/) and have a number of high-tech capabilities.

http://lt.osu.edu/equipment-request/

http://digitalunion.osu.edu/



Appendix E: Self-Reflection Paper (Extra Credit, worth 10 points) For a bonus paper students will incorporate course content into a personal reflective paper foreshadowing their future work-family conflict, this should include:

4. Identifying 3 types of potential WF conflict we discussed that you anticipate experiencing (1.5 pts),

5. Describing how these situations may develop (3 pts), and 6. Identifying possible prevention and/or intervention strategies (3 pts).

Criteria (2.5 pts): 3 Pages (APA format), not including title page, abstract, and references (all are still required); spelling/grammar will be checked as part of the criteria. Remember, if the idea or words are not your own, it should be cited and referenced with peer-review sources.

Reviewer #3 HDFS 2367 Comments: QM Rubric 1.5: The minimum technology requirements are clearly stated. Instructions for use are not overtly provided – how to obtain and install. 4.6: The materials are all listed as required. There is text on page 3 that states “Additional learning resources, including readings and videos, will be available on Carmen.” I am not sure if those are required or optional. 5.3: Although the email response time is listed I did not see a response time for grading. This is the reason I did not mark this standard as completed. If specific dates are unknown a range would be helpful. For example: 2 weeks after the assignment is put in the Carmen Drop Box. 7.4 and 8.2: I did not find evidence of these standards in the syllabus. The LORE will help meet these standards. QM Aligned Parts of a Course Syllabus 1: Because office hours change by offering they are listed as TBD. Because there is a placeholder for office hours I considered part 1 to be met. 9: I was not able to find the Statement of Student Rights, Intellectual Property (as pertained to what the student can expect for the work that they turn in for the course), and the Mental Health Statement. The Off Campus Field Experience does not seem to apply to this course and does not need to be listed.

Hello,

Your syllabus has been submitted to EHE EdTech for review using the Curriculum Committee’s approved QM Rubric and 11-Parts Checklist. Thank you for participating in a college-level informal QM syllabus review. The QM process aligns with the Instructional Design and Multimedia production goals we have set out to accomplish to support the college’s needs. Additionally, the QM process and alignment to our college courses are proposed within the College Strategic plan. The QM process and later QM approvals will be quite beneficial to the course, the department, and the college, since it measures quality online aspects. The EHE EdTech team looked at the syllabus purely from the QM Rubric perspective.

The complete 11-Parts of the Syllabus document can be found on the EHE Curriculum Committee website (http://ehe.osu.edu/assessment/governance/). Additionally, the reviewers have access to a more descriptive QM Rubric than what is represented here in the checklist. If you have completed QM’s APPQMR training, you have access to the same Annotated Rubric, but if you have not, the lead reviewer is happy to schedule an appointment to discuss the QM Rubric in more detail.

Please understand that this is a review based on your syllabus only and without consultation with you. Thus, it is an informal review and is to be used as a means to discuss meeting QM and the EHE Curriculum Committee standards.

Please see the legend the bottom of page 3 of the checklist to understand the markings in the right-hand margin of the checklist.

On page two, the highlighted standards indicate items that could be found in a syllabus, and are what the reviewers are looking for in your syllabus. On page three, there are no highlights, but all are expected by the Curriculum Committee to be present in your syllabus. A checkmark in the right-hand column indicates whether or not the item was located by the reviewer.

In the textbox in the right-hand column next to the checkmark, you will see an indication of the page(s) where the reviewer found the item. Following that, there may or may not be QM and/or CC. If you do not see QM and/or CC, it means the reviewer matched the available criteria to what was found in the syllabus. If you see QM and/or CC, the reviewer is indicating that there may be additional items needed or modified in the syllabus.

Please contact [email protected] to schedule a consultation to discuss the results of this informal syllabus review.

Thank you,

EHE EdTech

College of Education and Human Ecology 245 Ramseyer Hall, 29 W. Woodruff Avenue, Columbus, OH 43210 614-688-1248 [email protected] ehe.osu.edu

Page 1


http://www.ehe.osu.edu

http://ehe.osu.edu/assessment/governance/


1.1 Instructions make clear how to get started and where to find various course components.1.2 Learners are introduced to the purpose and structure of the course.1.3 Etiquette expectations (sometimes called “netiquette”) for online discussions, email, and other forms of communication are clearly stated. 1.4 Course and/or institutional policies with which the learner is expected to comply are clearly stated, or a link to current policies is provided. 1.5 Minimum technology requirements are clearly stated and instructions for use provided.1.6 Prerequisite knowledge in the discipline and/or any required competencies are clearly stated.1.7 Minimum technical skills expected of the learner are clearly stated.1.8 The self-introduction by the instructor is appropriate and is available online.1.9 Learners are asked to introduce themselves to the class.

2.1 The course learning objectives, or course/program competencies, describe outcomes that are measurable.2.2 The module/unit learning objectives or competencies describe outcomes that are measurable and consistent with the course-level

objectives or competencies.2.3 All learning objectives or competencies are stated clearly and written from the learner’s perspective. 2.4 The relationship between learning objectives or competencies and course activities is clearly stated.2.5 The learning objectives or competencies are suited to the level of the course.

3.1 The assessments measure the stated learning objectives or competencies.3.2 The course grading policy is stated clearly.3.3 Specific and descriptive criteria are provided for the evaluation of learners’ work and are tied to the course grading policy.3.4 The assessment instruments selected are sequenced, varied, and suited to the learner work being assessed.3.5 The course provides learners with multiple opportunities to track their learning progress.

4.1 The instructional materials contribute to the achievement of the stated course and module/unit learning objectives or competencies. 4.2 Both the purpose of instructional materials and how the materials are to be used for learning activities are clearly explained.4.3 All instructional materials used in the course are appropriately cited.4.4 The instructional materials are current.4.5 A variety of instructional materials is used in the course.4.6 The distinction between required and optional materials is clearly explained.

5.1 The learning activities promote the achievement of the stated learning objectives or competencies. 5.2 Learning activities provide opportunities for interaction that support active learning.5.3 The instructor’s plan for classroom response time and feedback on assignments is clearly stated.5.4 The requirements for learner interaction are clearly stated.

6.1 The tools used in the course support the learning objectives and competencies.6.2 Course tools promote learner engagement and active learning.6.3 Technologies required in the course are readily obtainable.6.4 The course technologies are current.6.5 Links are provided to privacy policies for all external tools required in the course.

7.1 The course instructions articulate or link to a clear description of the technical support offered and how to obtain it.7.2 Course instructions articulate or link to the institution’s accessibility policies and services.7.3 Course instructions articulate or link to an explanation of how the institution’s academic support services and resources can help

learners succeed in the course and how learners can obtain them.7.4 Course instructions articulate or link to an explanation of how the institution’s student services and resources can help learners succeed and

how learners can obtain them.

8.1 Course navigation facilitates ease of use.8.2 Information is provided about the accessibility of all technologies required in the course.8.3 The course provides alternative means of access to course materials in formats that meet the needs of diverse learners. 8.4 The course design facilitates readability.8.5 Course multimedia facilitate ease of use.

Learning Objectives(Competencies)

Assessment and Measurement

InstructionalMaterials

Learner Activities andLearnerInteraction

Course Technology

Learner Support

Accessibilityand Usability

Quality MattersTM Rubric Standards Fifth Edition, 2014, with Assigned Point Values

For more information visit www.qualitymatters.org or email [email protected]

Course Overview andIntroduction

Standards

Page 2© 2014 MarylandOnline, Inc. All rights reserved.

Location

The highlighted standards above indicate standards that could be present in your syllabus. Non-highlighted standards are important, but would be present in the course. Standards preceeded by an asterics indicates the standard would be met if the LOR is added to your course.

This document has been adapted from Quality Matters materials at qualitymatters.org for use at The Ohio State University.

Standards from the Quality Matters Higher Education Rubric, 5th Edition. In Quality Matters. Retrieved from https://www.qualitymatters.org/node/2305/download/QM%20Standards%20with%20Point%20Values%20Fifth%20Edition.pdf

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QM Aligned Parts of a Course Syllabus: Formerly known as the 11-Parts of a Syllabus

LEGEND

The original document can be found at http://ehe.osu.edu/assessment/governance/

QM-11 v.8 3/9/15 Page 3

1. Heading of Syllabus:• School/Academic Area• Course Number, Title, level, and credit hr.• Instructor Name• Instructor Contact Information• Office Hours (Location/Days/Times)

2. Description/Rationale:• Need and purpose of the course

3. Relationship to Other Courses/Curricula:• How does it relate to other curricula• Prerequisites

4. Knowledge, Skills, and Dispositions:• Objectives/Student Learning Outcomes• Explain how course will achieve these goals

5. Text/Reading List/Bibliography:6. Course Requirements/Evaluation:

• Letter Grades/Grading Breakdown• Late Work

7. Assignment Descriptions:• Detailed descriptions of assignment and how

learning will be assessed8. Course/Online Policies:

• Communication policies• Netiquette• Technology

9. Institutional Policies:• Academic Integrity• Office of Disability Services Statement• Statement of Student Rights• Grievances Statement• Off-Campus Field Experiences• Intellectual Property• Mental Health Statement• Diversity Statement

10. Topical Outline:• List topics to be covered in each of the sixteen

weeks of the Semester11. Any Applicable Appendices:

• NCATE Standards• ISLLC Standards

Where item was located

Found but does not adhere to the EHE Curriculum 11-Parts

Found but does not adhere to the QM Rubric

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QM

Hello,

Your syllabus has been submitted to EHE EdTech for review using the Curriculum Committee’s approved QM Rubric and 11-Parts Checklist. Thank you for participating in a college-level informal QM syllabus review. The QM process aligns with the Instructional Design and Multimedia production goals we have set out to accomplish to support the college’s needs. Additionally, the QM process and alignment to our college courses are proposed within the College Strategic plan. The QM process and later QM approvals will be quite beneficial to the course, the department, and the college, since it measures quality online aspects. The EHE EdTech team looked at the syllabus purely from the QM Rubric perspective.

The complete 11-Parts of the Syllabus document can be found on the EHE Curriculum Committee website (http://ehe.osu.edu/assessment/governance/). Additionally, the reviewers have access to a more descriptive QM Rubric than what is represented here in the checklist. If you have completed QM’s APPQMR training, you have access to the same Annotated Rubric, but if you have not, the lead reviewer is happy to schedule an appointment to discuss the QM Rubric in more detail.

Please understand that this is a review based on your syllabus only and without consultation with you. Thus, it is an informal review and is to be used as a means to discuss meeting QM and the EHE Curriculum Committee standards.

Please see the legend the bottom of page 3 of the checklist to understand the markings in the right-hand margin of the checklist.

On page two, the highlighted standards indicate items that could be found in a syllabus, and are what the reviewers are looking for in your syllabus. On page three, there are no highlights, but all are expected by the Curriculum Committee to be present in your syllabus. A checkmark in the right-hand column indicates whether or not the item was located by the reviewer.

In the textbox in the right-hand column next to the checkmark, you will see an indication of the page(s) where the reviewer found the item. Following that, there may or may not be QM and/or CC. If you do not see QM and/or CC, it means the reviewer matched the available criteria to what was found in the syllabus. If you see QM and/or CC, the reviewer is indicating that there may be additional items needed or modified in the syllabus.

Please contact [email protected] to schedule a consultation to discuss the results of this informal syllabus review.

Thank you,

EHE EdTech

College of Education and Human Ecology 245 Ramseyer Hall, 29 W. Woodruff Avenue, Columbus, OH 43210 614-688-1248 [email protected] ehe.osu.edu

Page 1


http://www.ehe.osu.edu



1.1 Instructions make clear how to get started and where to find various course components.1.2 Learners are introduced to the purpose and structure of the course.1.3 Etiquette expectations (sometimes called “netiquette”) for online discussions, email, and other forms of communication are clearly stated. 1.4 Course and/or institutional policies with which the learner is expected to comply are clearly stated, or a link to current policies is provided. 1.5 Minimum technology requirements are clearly stated and instructions for use provided.1.6 Prerequisite knowledge in the discipline and/or any required competencies are clearly stated.1.7 Minimum technical skills expected of the learner are clearly stated.1.8 The self-introduction by the instructor is appropriate and is available online.1.9 Learners are asked to introduce themselves to the class.

2.1 The course learning objectives, or course/program competencies, describe outcomes that are measurable.2.2 The module/unit learning objectives or competencies describe outcomes that are measurable and consistent with the course-level

objectives or competencies.2.3 All learning objectives or competencies are stated clearly and written from the learner’s perspective. 2.4 The relationship between learning objectives or competencies and course activities is clearly stated.2.5 The learning objectives or competencies are suited to the level of the course.

3.1 The assessments measure the stated learning objectives or competencies.3.2 The course grading policy is stated clearly.3.3 Specific and descriptive criteria are provided for the evaluation of learners’ work and are tied to the course grading policy.3.4 The assessment instruments selected are sequenced, varied, and suited to the learner work being assessed.3.5 The course provides learners with multiple opportunities to track their learning progress.

4.1 The instructional materials contribute to the achievement of the stated course and module/unit learning objectives or competencies. 4.2 Both the purpose of instructional materials and how the materials are to be used for learning activities are clearly explained.4.3 All instructional materials used in the course are appropriately cited.4.4 The instructional materials are current.4.5 A variety of instructional materials is used in the course.4.6 The distinction between required and optional materials is clearly explained.

5.1 The learning activities promote the achievement of the stated learning objectives or competencies. 5.2 Learning activities provide opportunities for interaction that support active learning.5.3 The instructor’s plan for classroom response time and feedback on assignments is clearly stated.5.4 The requirements for learner interaction are clearly stated.

6.1 The tools used in the course support the learning objectives and competencies.6.2 Course tools promote learner engagement and active learning.6.3 Technologies required in the course are readily obtainable.6.4 The course technologies are current.6.5 Links are provided to privacy policies for all external tools required in the course.

7.1 The course instructions articulate or link to a clear description of the technical support offered and how to obtain it.7.2 Course instructions articulate or link to the institution’s accessibility policies and services.7.3 Course instructions articulate or link to an explanation of how the institution’s academic support services and resources can help

learners succeed in the course and how learners can obtain them.7.4 Course instructions articulate or link to an explanation of how the institution’s student services and resources can help learners succeed and

how learners can obtain them.

8.1 Course navigation facilitates ease of use.8.2 Information is provided about the accessibility of all technologies required in the course.8.3 The course provides alternative means of access to course materials in formats that meet the needs of diverse learners. 8.4 The course design facilitates readability.8.5 Course multimedia facilitate ease of use.

Learning Objectives(Competencies)

Assessment and Measurement

InstructionalMaterials

Learner Activities andLearnerInteraction

Course Technology

Learner Support

Accessibilityand Usability

Quality MattersTM Rubric Standards Fifth Edition, 2014, with Assigned Point Values

For more information visit www.qualitymatters.org or email [email protected]

Course Overview andIntroduction

Standards

Page 2© 2014 MarylandOnline, Inc. All rights reserved.

Location

The highlighted standards above indicate standards that could be present in your syllabus. Non-highlighted standards are important, but would be present in the course. Standards preceeded by an asterics indicates the standard would be met if the LOR is added to your course.

This document has been adapted from Quality Matters materials at qualitymatters.org for use at The Ohio State University.

Standards from the Quality Matters Higher Education Rubric, 5th Edition. In Quality Matters. Retrieved from https://www.qualitymatters.org/node/2305/download/QM%20Standards%20with%20Point%20Values%20Fifth%20Edition.pdf

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https://www.qualitymatters.org/node/2305/download/QM%20Standards%20with%20Point%20Values%20Fifth%20Edition.pdf

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QM Aligned Parts of a Course Syllabus: Formerly known as the 11-Parts of a Syllabus

LEGEND

The original document can be found at http://ehe.osu.edu/assessment/governance/

QM-11 v.8 3/9/15 Page 3

1. Heading of Syllabus:• School/Academic Area• Course Number, Title, level, and credit hr.• Instructor Name• Instructor Contact Information• Office Hours (Location/Days/Times)

2. Description/Rationale:• Need and purpose of the course

3. Relationship to Other Courses/Curricula:• How does it relate to other curricula• Prerequisites

4. Knowledge, Skills, and Dispositions:• Objectives/Student Learning Outcomes• Explain how course will achieve these goals

5. Text/Reading List/Bibliography:6. Course Requirements/Evaluation:

• Letter Grades/Grading Breakdown• Late Work

7. Assignment Descriptions:• Detailed descriptions of assignment and how

learning will be assessed8. Course/Online Policies:

• Communication policies• Netiquette• Technology

9. Institutional Policies:• Academic Integrity• Office of Disability Services Statement• Statement of Student Rights• Grievances Statement• Off-Campus Field Experiences• Intellectual Property• Mental Health Statement• Diversity Statement

10. Topical Outline:• List topics to be covered in each of the sixteen

weeks of the Semester11. Any Applicable Appendices:

• NCATE Standards• ISLLC Standards

Where item was located

Found but does not adhere to the EHE Curriculum 11-Parts

Found but does not adhere to the QM Rubric

P

CC

QM

College of Education and Human Ecology

Department of Human Sciences

PAES Building, First Floor 305 West 17th Avenue Columbus, OH 43210

614-688-1444 Phone

614-292-7229 Fax

go.osu.edu/HS

Consumer Sciences 262 Campbell Hall 1787 Neil Avenue

614-292-4389 Phone 614-688-8133 Fax

Human Development

and Family Science 135 Campbell Hall 1787 Neil Avenue

614-292-7705 Phone 614-292-4365 Fax

Human Nutrition

325 Campbell Hall 1787 Neil Avenue

614-292-0827 Phone 614-292-4339 Fax

Kinesiology

PAES Building, First Floor 305 West 17th Avenue 614-292-5679 Phone

614-292-7229 Fax

July 26, 2015

Sarah A. Odum, MA Curriculum Coordinator College of Education and Human Ecology Academic Affairs 172 Arps Hall 1945 N High Street Columbus, OH 43210 Dear Sarah,

In May 2015, the faculty in the Human Development and Family Science program area in the Department of Human Sciences as well as the members of the Undergraduate Studies Committee in the Department of Human Sciences voted unanimously to create an online section of HDFS 2367. Part of the reason for creating an online section of HDFS 2367 is so that it will be available to the students in the AA degree (a total online degree). If you recall, the College Curriculum Committee voted in favor of the AA degree in Spring Semester 2015. I’m requesting that HDFS 2367 D come before the EHE College Curriculum Committee as soon as it is feasible.

Please contact me at your earliest convenience if you have any questions regarding this request.

Best wishes,

H. Eugene Folden, Ph.D. Associate Chair, Curriculum, HS Chair, College Curriculum Committee Associate Professor, Clinical Department of Human Sciences College of Education and Human Ecology 1787 Neil Avenue 129 Campbell Hall Columbus, OH 43210 614-292-5676 [email protected]

Documents

Term Information Course Change Information · Submitted Folden Jr,H Eugene 07/28/2015 09:39 AM Submitted for Approval Approved Folden Jr,H Eugene 07/28/2015 09:40 AM Unit Approval