University of Bridgeport ONLINE Capstone Seminar 390 IDDL1 … · 2019. 5. 8. · University of Bridgeport ONLINE Capstone Seminar 390 IDDL1 Course Syllabus Timeframe: May 13, 2019-August

University of Bridgeport ONLINE Capstone Seminar 390 IDDL1

Course Syllabus Timeframe: May 13, 2019-August 19, 2019

Summer 15 Weeks

Course Description:

The capstone course allows students the opportunity to cap (“provide a fitting climax or conclusion to”) their education with the identification, development, completion, and presentation of a project relevant to their major programs and/or career goals. Alone or in small groups (maximum number of four per group) students will devise a project that represents their interests, challenges their skills and growing expertise, and contributes to their academic and/or professional field. The projects should not duplicate in any way projects or assignments already completed prior to enrollment in the capstone course and should not draw on a single previous course but instead should take an interdisciplinary approach, combining methods, philosophies, and skills acquired across general education and major program courses. While the identification and development of the project will be pegged to specific assignments and due dates, the overall structure of the project will be devised by students , establishing a version of the classroom we might call “decentered” or “flipped. Unique to the capstone experience, students will be determining their own course of study and fulfillment of class requirements within established guidelines and timetables while participating in online discussions and assignments geared towards the development of the final project..

Examples of capstone projects include: case studies, business plans, marketing campaigns, research papers, artwork, design concepts, engineered products, policy proposals, community organizing, poetry or short story collection, or screenplay.

Learning Outcomes:

1. Students will demonstrate qualitative and quantitative research methods, as the topics allow,

in their projects.

2. Students will present their substantive projects to an identified audience, using appropriate

media (audio, visual, demonstrative, written, oral, etc.)

3. Students will use interdisciplinary case study methodology to provide contextual significance

of their projects within broader political, industrial, or social frames. (This synthetic

approach should combine at least two different areas in to consideration of the major

project.)

4. Students will gather quality information sources that establish their authority over the

content of their presented projects.

Instructor Contact Information

Name: Jeff Talbot Email: [email protected]

Put the following in the Subject line of your e-mail/message: CAPS 390-DL4/5 Then add what the e-mail/message is about; e.g., Question about the Course; etc.

EXAMPLES:

CAPS 390-IDDL1: Question about the Course CAPS 390-IDDL1: Project Pitch

Question I will delete without opening any e-mail/message that is not correctly identified

My Availability: I am online at least once everyday except Sunday but not 24/7. Otherwise, I will do my best to reply to your e-mail/message within 48 hours. This means that if you are emailing/messaging me question(s) pertaining to an assignment the day before it is due I might not be able to respond in time and you will still be held accountable for the information. Therefore, please ask questions in advance and read assignment descriptions in advance of their due date.

For techincal assistance: UB Online phone number is 1-800-470-7307

Office Hours: Upon request via phone 203-645-1370

Required Reading

Stebleton, M., & Henle, M. (2011). Hired!: The job hunting and career planning guide

(4th ed.). Boston, MA: Pearson/Allyn & Bacon.

Course Policies and Expectations of Students:

1) Policy on having course materials: You are required to have all the materials in hand the day class begins Monday May 13th 2019

2) Policy on Assignment Deadlines: LATE WORK NOT ACCEPTED. There are no make-ups; there is no “extra credit”. ALL ASSIGNMENTS MUST BE POSTED BY 11:59PM

ISBN-10: 0-13-502325-4

ISBN-13: 978-0-13502325-9

THE DAY THEY ARE DUE.

3) Students will participate in all online class discussions, activities, assignments, andprojects.

4) Students will complete all assigned reading/listening/viewing, discussions, papers, andgroup assignments on time.

5) Students will not plagiarize. If work is found to be plagiarized a grade of 0 will be givenfor the assignment.

6) Assignments that do not meet the minimum amount of words will be given a grade of “0”.

7) Students will respectfully work with one another both in the online discussion forum andon group projects.

8) Students will adhere to all policies in the University Catalog and the Key to UB StudentHandbook

9) Online Class Participationo Students are required to participate in class via completing the online discussions,

projects, quizzes, and papers for the duration of the 16weeks.

o Students are responsible for communicating with instructors to make reasonablearrangements for the completion of course requirements.

o If students are having trouble with members of their group they are expected toinform the instructor prior to the project/assignment being due. Also students arerequired to show documented attempts to reach out to group members. You MAYend up having to complete the project alone and are responsible for the ENTIREassignment/project even if group members do not collaborate. Only put the namesof memers of the group that WORKED on the project when turning it in.

10) Deadlines/Due Dateso Assignments, discussion boards, and quizzes that are turned in after 11:59pm the

day they are due, will be marked as a 0. Late work is not accepted.

o Quizzes and Tests will close at 11:59pm they day they are due. If they are nottaken on time a grade of a 0 will be given

o Group Presentations must be completed by all members of the group. If a memberof the group is not contributing the remaining members must contact theinstructor with specific detail and show that they attempted to reach out to theirclassmate. If a student does not participate in group work as proven by their groupthey will earn a grade equivalent to the amount of work they contributed.Student(s) MAY end up having to complete the project alone and are responsible

for the ENTIRE assignment/project even if group member(s ) do not collaborate. Only put the names of memers of the group that WORKED on the project when turning it in.

o Rubrics for all assignments are posted in the syllabus and on canvas, please reviewthem before submitting any assignment.

At a Glance Chart of Assignments

ASSIGNMENTS Points Due

Date Points Earned

Message Instructor 5 5/ 19

Course Syllabus, Policies, and APA format confirmation message

5 5/19

Discussion Post 1: Online Introduction 10 5/15

Discussion Post 2: Learning to Read and Write 10 5/22

Discussion Post 3: Educational Autobiography Search

10 5/29

Discussion Post 4: Know Yourself and Charting the Future

10 6/5

Educational Autobiography 25 6/9

Educational Autobiography: Peer Responses

10 6/9

Discussion Post 5: TED Talks 10 6/12

Discussion Post 6: Researching Careers and Exploring Through Experience

10 6/19

Discussion Post 7: Ideas for Final Project & Peer Responses

30 6/26

Discussion Post 8: Developing Your Portfolio & Connecting to Employers

10 7/3

Project Collaboration Decision/Proposal 10 7/7

Discussion Post 9: Are you a Giver or a Taker

10 7/10

Project Identification and Explantion of Examples/Model and Respond to 2 groups

30 7/14

Project Outline & Project Development Paper and Respond to two peers

40 7/14

Research Presentation and Annotated Bibliography

40 7/21

Discussion Post 10: How to Gain Control of Your Free Time

10 7/17

Interdisciplinary Approach Presentation 30 7/21

Discussion Post 11: Marketing Tips and Networking/Job Sourcing

10 7/24

Larger Frames Presentation 30 7/28

Discussion Post 12: Interviewing and Navigating

10 7/31

Project Pitch 30 8/4

Discussion Post 13: What Reality are You Creating for Yourself?

10 8/7

Discussion Post 14: Final Project Peer Review

10 8/18

Final Project DUE 185 8/25

Total Possible Points: 600 To determine your grade your divide the total points you earned by

(____/600=____Grade %) ________

Total points earned

Description of Weekly Sessions and Grading Criteria

Start Here: May 13 May 19, 2018 – Introduction to Course: Orientation and Overview Points: 20

Details Due Points

Read - Course Syllabus - “Getting Started” Materials on Canvas

X X

Message Instructor

Use the “Message” feature (accessed through the “inbox” icon on the upper right hand corner of Canvas) to message the instructor. In your message please include the following:

5/19 5

1) Your name2) The following statement: “I have read and understand

all policies posted in the syllabus and on canvas relatedto posting/completing assignments and coursework ontime, plagiarism and academic dishonesty, UB policies,and all rubrics associated with the class.”

Course Syllabus, Policies, and APA format

Course Syllabus, Policies, and APA format Review the syllabus and materials and message me with any questions or concerns and that you understand the parameters of the class.

5/19 5

Discussion Post 1: Online Introduction

Discussion Post 1: Online Introduction

Part 1: Online Introduction Please introduce yourself to the class. In your introduction include the following information.

1) Your name and a brief description about yourself2) Your current area of study and plans for your life after

your graduate3) One attribute or character trait about yourself that you

think will benefit the class and those who work with youin it.

4) A direct citation/quotation that you feel represents you– explain its connection

Part 2: Respond to two peers (Post to Discussion Board) 1) Respond to two of your peers’ Introduction posts by

saying hello and comparing and contrasting youranswers to their answers.

2) Follow the rubric for responding to peers to ensureyou receive full points for your responses.

Please follow the Discussion Post Rubric to ensure you receive full points for your responses.

5/15 10

Module 1: May 20-June 2 2019- Educational Autobiography, Know Yourself & Charting the Future, Researching Careers, & Exploring Through Experience Points: 85

Details Due Points

Watch/Read Read: - Educational Autobiography Explanation - Educational Autobiography Powerpoint - Educational Autobiography Examples

- Educ Auto Capstone Example - Education Autobiograph Capstone Example

- “Learning to Read” - Malcolm X https://www.spotsylvania.k12.va.us/cms/lib/VA01918722/Centricity/Domain/1382/Malcolm%20X--Learning%20to%20Read.pdf

- Chapter1 - Know Yourself: A Self-Awareness Journey – pages 5 -37

- Chapter 2- Charting the Future: Goal Setting and Decision Making for Life – pages 39-62

- Chapter 3: Researching Careers – Changing the Nature of Work – pages 63-96

- Chapter 4: Exploring Through Experience – Learning Outside the Classroom pages 97-119

Watch (optional) - The Airbnb Story - Startup Founder Biography

https://www.youtube.com/watch?v=OfW8d7NEN9g

X X

Discussion Post 2: Learning to Read

Discussion Post 2: Learning to Read

Part 1: Read – “Learning to Read” Malcoml X

Part 2: Answer the Following Questions - Review the writing requirements for the Educational

Autobiography assignment – compare the assignment to Malcolm X’s work . What tips can you take from his writing and use in your assignment?

- How does his writing help you to reflect on your own life and see the vision for your future.

Part 3: Respond to 2 Peers a. Respond to two of your peers’ posts – remember to

extend the conversation with detail, examples, and directcitation.

b. Remember to be polite and respectful in your responseseven if you are disagreeing with your peer(s).


5/22 10

https://www.spotsylvania.k12.va.us/cms/lib/VA01918722/Centricity/Domain/1382/Malcolm%20X--Learning%20to%20Read.pdf



https://www.youtube.com/watch?v=OfW8d7NEN9g



1. Find and analyze an Educational Autobiography Onlineby answering the following questions:a. Download and attach or provide a link to the

autobiography you foundb. Compare this Educational Autobiography to the rubric for

an Educational Autobiography for our class; what do theyneed to work on?

c. Are there any similarities or differences between theauthor if the autobiography and yourself.

d. What can you take from the example and use towards thecreation of yours.

2. Respond to 2 Peersa. Respond to two of your peers’ posts by extending the

conversation with the introduction of new ideas andthoughts.

b. Remember to be polite and respectful in your responseseven if you have different ideas than your peer(s).


5/22 10



Part 1: Read and Complete the Exercises (you will not turn them in, you can just jot notes in your book) for the following chapters

Chapter1 - Know Yourself: A Self-Awareness Journey –pages 5 -37

Chapter 2- Charting the Future: Goal SettingandDecision Making for Life – pages 39-62

Part 2: 1. Complete exercises 1.6 p. 28, 1.7 p. 32, and 1.8 page

33-34. Share your results and explain if any of theresults surprised you and how it relates to yourcurrent field of study and plans for the future. (Youdo not have to answer the questions that go witheach exercise only the ones I have posted here )

2. Complete exercise 2.5 on page 59 and share youranswer for the “Practical Exercise: Goal Setting”question. This should be typed out and in fullsentences

Part 3: Respond to 2 Peers

5/29 10

a. Respond to two of your peers’ posts by extending theconversation with the introduction of new ideas andthoughts.

b. Remember to use direct citations from the chapterc. Remember to be polite and respectful in your responses

even if you have different ideas than your peer(s).


Educational Autobiography

Educational Autobiography Adapted from the education curriculum, these essays ask students to create a narrative describing and reflecting on their experiences as a learner, emphasizing, but not exclusive to, their time in college. The essay should distinguish between your general education courses and those of your major. Autobiographical information (memories, reflections, self-knowledge) should be synthesized with academic recollections. The essay should culminate in an assessment of how you learn best; what themes and areas of general and major-specific study interest you most and why; how your life experiences have shaped your educational histories; what career goals grow out of your undergraduate experiences; how these autobiographical educational experiences connect to broader social, political or cultural issues. The essay should also identify and explore areas of competence and expertise within each student’s field he/she has achieved.

Refer to “Rubric for Educational Autobiography” for specific details and assignment expectations

6/2 25

Educational Autobiographys: Peer Responses

Educational Autobiography: Peer Responses

1. Read through your peers educational autobiographies2. Respond to 2 peers autobiographies and compare and

contrast your experiences to theirs AND any ideas,,encouragement, or thoughts that you took away fromtheir autobiography.

3. Be polite and respectful

Refer to “Educational Autobiography Response Rubric” for specific details and assignment expectations

6/9 10

Discussion Post 5: TED

Discussion Post 5: TED Talks 6/19 10

Talks Part 1: Watch: - Myth of the VIsionary: Brant Cooper at

TEDxAmericasFinestCity https://www.youtube.com/watch?v=XB1uY48ELys

- Why you should love statistics: Alan Smith https://www.ted.com/talks/alan_smith_why_we_re_so_bad_at_statistics

- Meet the inventor of the electronic spreadsheet: Dan Bricklin https://www.ted.com/talks/dan_bricklin_meet_the_inventor_of_the_electronic_spreadsheet

Part 2: Respond to the Following Questions 1. What do you think was the central theme to each video and

how does each video resonate with you? What did they teachyou or point out?

2. Which video can you connect with the most? Explain?3. How do you see yourself using the information from these

videos to help you in the development of ideas for your finalproject?

Part 3:Respond to 2 Peers a. Respond to two of your peers’ posts by extending the

conversation with the introduction of new ideas, directcitations, and thoughts.






- Chapter 3: Researching Careers – Changing the Nature of Work – pages 63-96

- Chapter 4: Exploring Through Experience – Learning Outside the Classroom pages 97-119

Part 2: Answer the following questions 1. How do you see chapter 3 helping you in your career

choice and future? Use detail and examples to explain.2. Complete and share your answers for Exercise 4.4

6/19 10

https://www.youtube.com/watch?v=XB1uY48ELys

https://www.ted.com/talks/alan_smith_why_we_re_so_bad_at_statistics


https://www.ted.com/talks/dan_bricklin_meet_the_inventor_of_the_electronic_spreadsheet


“Crafting Experiments: What if – follow up questions”

Part 3: Respond to 2 Peers a. Respond to two of your peers’ posts by extending the





.

- Module 2: June24-July 7- Group Formations, Developing Your Portfolio, Connecting to Employers & Project Identificaton

Points: 90

Details Due Points

Watch/Read Read: - Project Identification and Explantion Essay

Requirements - Tips for Finding the Right Member for Group Projects

and How to Handle Problems with Group Work http://www.uofgmarketing.com/single-post/2015/01/19/Tips-for-Finding-the-Right-Member-for-Group-Projects-and-How-to-Handle-Problems-with-Group-Work

- Chapter 5: Developing Your Portfolio- Self Managed Career Planning pages 123-136

- Chapter 6: Connecting to Employers – Job Search Correspondence and Job Applications pages 137-162

Watch - Myth of the VIsionary: Brant Cooper at

TEDxAmericasFinestCity https://www.youtube.com/watch?v=XB1uY48ELys

- Why you should love statistics: Alan Smith https://www.ted.com/talks/alan_smith_why_we_re_so_bad_at_statistics

- Meet the inventor of the electronic spreadsheet: Dan Bricklin https://www.ted.com/talks/dan_bricklin_meet_the_inventor_of_the_electronic_spreadsheet

- Are you a giver or a taker? – Adam Grant

X X

http://www.uofgmarketing.com/single-post/2015/01/19/Tips-for-Finding-the-Right-Member-for-Group-Projects-and-How-to-Handle-Problems-with-Group-Work




https://www.youtube.com/watch?v=XB1uY48ELys





https://www.ted.com/talks/adam_grant_are_you_a_giver_or_a_taker



Part 1: Brainstorm and Write the answers to the following questions

1. What are the different kinds of projects that you havecompleted in school (in your classes)? – List and explainat least 3

2. What are they types of projects that you have completedin your career field (either in school or through work inyour field) – List and explain 3

3. What ideas do you have (based on your experience inyour field through classes and learning) for the finalproject? The final project will reflect your learning andunderstanding in your field of expertise.

4. State whether you are willing/wanting to work withothers on the final project or would rather work alone.

Part 2: Respond to 2 Peers a. Respond to peers and their ideas for the final project –

what are your thoughts on their project ideas? Do youthink they are practical?

b. Look for and reach out to people who you might want tocollaborate with – respond to their post with a messageabout wanting to work together.

c. If you would like to work with another person and theypost they want to work with a group (up to four people)then express to them your interest in having themmessage you on Canvas or tell them you have messagedthem on Canvas. You should continue to check back.

d. Remember to be polite and respectful in your responseseven if you have different ideas than your peer(s).

Please follow the Discussion Post Rubric: Ideas for Final Project to ensure you receive full points for your responses.

6/26 30




- Chapter 5: Developing Your Portfolio- Self Managed Career Planning pages 123-136

6/26 10



- Chapter 6: Connecting to Employers – Job Search Correspondence and Job Applications pages 137-162

Part 2: Answer the following questions 1. Write and attach a sample cover letter for a job (you can

make up the details about the job and company orresearch a real one). PLEASE MAKE UP INFORMATIONREGARDING YOUR ADDRESS AND PERSONALINFORMATION YOU DO NOT FEEL COMFORTABLESHARING WITH THE CLASS.

2. Complete and post the answer to Exercise 5.2 “30Second Elevator Pitch”






Project Collaboration Decision/ Proposal

Project Collaboration Decision/Proposal

1. Go the Discussion Thread Titled “ProjectCollaboration Decision/Proposal”

- If you are working alone choose the thread “Individual” and (1) post your name, (2) Topic Area, and (3)the type of project you are creating

- If you are working with a group (no more than 4 to a group) post your name under the thread “Group) * If you are the first person in your group to add yourname then you would start a new thread under the heading “Group” and include (1) Your Name (2) Topic Area and (3) type of project you are creating * If you are the 2,3,4 member of the group to add yourname then add (1) write your name under your first group members name, (2) Topic Area, and (3)the type of project you are creating

Examples:

- Individual - Jane Doe – Topic Area: Climate Change; Project type

6/30 10

buisness plan to sell solar panals

- John Smith - Topic Area: Tax Policy; Project type: Curriculum Proposal to teach tax preparation to highschool seniors.

(these two people are working on the project individually, not in a group)

- Group - Benjamin Franklin – Topic Area: Technology; Project Type: design for cell phone use blocking identity thieves. - George Washington - Topic Area: Technology; Project Type: design for cell phone use blocking identity thieves. - Thomas Jefferson - Topic Area: Technology; Project Type: design for cell phone use blocking identity thieves.

- Mae Jemison –Topic Area: Climate Change: Project Type: social media campaign to promote alternative fuels - Marie Curie Topic Area: Climate Change: Project Type: social media campaign to promote alternative fuels

- Usain Bolt – Topic Area: Tax Policy: Project Type: Policy proposal to reform state income tax rates.

(the first group has three members that have signed up, the first being Franklin, the second group has had two members sign up the second being Marie Curie, the third group is still waiting for the additional members to sign up but the thread for the group has been started)

** If you have questions about signing up for a group or with working individually please contact me***

** Students who do not complete this assignment will earn a grade of 0 on it and it will henceforth be understood they are working alone. EVERYONE is required to complete this and add their name to “Individual” or “Group”

** Student(s) MAY end up having to complete the project alone

and are responsible for the ENTIRE assignment/project if group member(s ) do not collaborate. Only put the names of members of the group that WORKED on the project when turning it in.

Refer to “Project Collaboration/Proposal Rubric” for specific details and assignment expectations



Part 1: Watch: Are you a giver or a taker? – Adam Grant https://www.ted.com/talks/adam_grant_are_you_a_giver_or_a_taker

Part 2: Answer the following questions a. How can you relate the ideas/message of this

TED Talk to this class?



b. Remember to use direct citations from the videoc. Remember to be polite and respectful in your responses



7/3 10

Project Identification and Explantion of Examples/Model and Respond to 2 groups

Project Identification and Explanation of Examples/Model and Respond to 2 groups

Part 1: Review the requirements and description of the final project…then:

- Think of and research at least 2 types of projects that are created in your field of study/the area in which you are completing the project.

- Fill out the attached form for each project type. - Project Identification and Explanation of Examples

- Post the form and the sample projects and or link to it in your post.

Part II: Individual - Respond to 2 Peers a. Respond to two of your peers’ posts by extending the


b. Remember to be polite and respectful in your responses

6/30 30

Please follow the Project Identification and Explanation of Examples/Model Rubric to ensure you receive full points for your

responses.

Module 3: July 8-July 21 Project Outline, Research Development, & Interdisciplinary Explanation Points: 120

Details Due Points

Watch/Read Read: - Annotated Bibliographies:

https://owl.english.purdue.edu/owl/resource/614/01/ - On Methods: What’s the difference between qualitative and

quantitative approaches? https://chronicle.umbmentoring.org/on-methods-whats-the-difference-between-qualitative-and-quantitative-approaches/

Qualitative and quantitative Research.pdf

Watch - Difference between Qualitative and Quantitative

https://www.youtube.com/watch?v=Xo6yUvSH7qM

X X

Project Outline and Project Development Paper

Project Outline and Project Development Paper Part I: Project Outline This assignment is a step by step explanation of how your project will be developed from beginning to end. Since not all students will be creating the same kind of project, each student or group will need to plan how to accomplish the project in a timely way, breaking it in to its parts and setting deadlines for when each phase of the project should be completed. The project outline is like a contract, committing students to their own project management schedule.

Part II: Project Development Paper - Group (or Individual if Working Alone) Students/groups need to decide on and further research one model project to emulate as they put together their own.

As a group (or individual if working alone) write a brief essay identifying, describing and analyzing this model project,

7/10 40

https://owl.english.purdue.edu/owl/resource/614/01/

https://chronicle.umbmentoring.org/on-methods-whats-the-difference-between-qualitative-and-quantitative-approaches/



https://www.youtube.com/watch?v=Xo6yUvSH7qM

explaining how it relates to your own project goals and what you can learn from studying it as an example of work that inspires or teaches you about your areas of interest.

Part III: Individual - Respond to 2 Peers a. Respond to two of your peers’ posts by extending the

conversation by answering 3 of the following questions:•Is the final project description complete?Comprehensive and comprehensible? •Is the presentation of the research still in the planningstage? How can the author move forward?

•Is the research presented both qualitative andquantitative?

•Is it obvious how the research connects to and supportsthe project?

•More than one discipline convincingly represented bythis project?

• Is a case made for how this project fits at least onelarger frame (political, cultural, industrial)? •Is the timeline realistic? Comprehensive? Complete?

Please follow the Project Outline and Project Development Paper Rubric to ensure you receive full points

for your responses.



Part 1: Research Presentation You will present to the class via a post the results of your qualitative and quantitative research on your final project topic. This is an important step towards the development of the final project and this may serve as the only time this research is made explicit.

To do this you will: 1) Qualitative of Quantitative: Explain the information

you have gathered from your qualitative andquantitative sources. You should use direct citation andreference specific sources.

2) Write research questions/generate search terms using

these points to assist you.

a. Statement of the problem: What’s wrong with the

way things are now? Provide Evidence to prove the

problem exists.

– Why do we need your counseling program or social

media campaign or business or research paper or

7/14 40

long form journalism article or course syllabus or

legislative proposal etc?

b. Analysis of the problem: How did this problem start?

Who suffers this problem most? Where is it occurring?

What harm does the problem cause? Provide Evidence

to prove the causes and effects of this problem.

c. Proposal to solve the problem: “I offer

_______________ as one way to address this

need”Provide Evidence that matches the proposal to the

problem, showing that your project will affect the status

quo.

d. Chances of success. Provide Evidence to support that

this proposal will succeed in a measurable way.

3. You can present this part of the assignment inparagraph form, powerpoint, and/or a video recording(as long as you attach references and quote sources)

Part 2: Annotated Bibliography For this assignment you are required to create an annotated bibliography consisting of five sources. Each article must relate to your project and must be in correct APA format. Do not use any articles or videos that I have introduced to the class.

Please visit https://owl.english.purdue.edu/owl/resource/614/01/ for any questions you have on how to create an annotated bibliography. Also refer to the rubric below to know how points will be allocated for this assignment. Each entry should include the following points/elements (paragraphs):

Summation of the source [focus on what is unique aboutthe source]

A brief evaluation statement(s): is this a “scholarly”source or not and is it considered qualitative orquantitative research.

How the work is relevant to your research [How,specifically, do you intend to use the source (e.g. asevidence to support a claim, as a counter-argument,etc.)]

Part 3: Individual – Respond to 1 peer/groups post

https://owl.english.purdue.edu/owl/resource/614/01/

a. Respond to one of your peers’/groups’ posts by extendingthe conversation with the introduction of new ideas andthoughts.


Please refer to the Research Presentation and Annotated

Bibliography Rubricfor specifics on how participation will be graded



Part 1: Watch: How to Gain Control of Your Free Time– Laura Vanderkam

https://www.ted.com/talks/laura_vanderkam_how_to_gain_control_of_your_free_time

Part 2: Answer the following questions a. What do you think about the ideas about time that Laura

Vanderkam speaks about?b. Do you think you learned anything from this video that

can help with your time management skills?






7/17 10

Interdisciplinary Approach Presentation

Interdisciplinary Approach Presentation Every project must embrace more than one discipline in its composition. This is your chance to make explicit in the form of a presentation to the class how your final project derives from more than one area of academic study. Here you will also present how your educational background at UB has informed your work on this final project.

Part I: To complete this assignment you may work with your group or individually and include the following information

1. Which areas of academic study your project relates to.Remember there should be more than one area included. Use the following to help you explain:

7/21 30



a. Discipline 1:• What is your own connection to this discipline?• What does the average person think this discipline is

about?• What topics are covered in classes in this area of study?• What are the “big questions” in this field?• What aspect of your project is most obviously connected to

this discipline?• What does an expert in this field know connects your

project to this discipline?b. Discipline 2• What is your connection to this discipline?• What is the layman’s view of this area?• What topics does it cover?• How do these topics connect to the topics of your first list?• How are the “big questions” in this field related to those in

the first discipline?• How does your project connect to this field?• How does your project connect this discipline to the first

discipline?

2. How your educational background (individual) or backgrounds(group) at UB has informed your work on the final project. Remember if you are working in a group each group member must separately explain this part looking at their individual education.

3. Format – this can take any format to present – video, recording,powerpoint, written. Part II: Respond to 2 Peers

a. Respond to two of your peers’ posts by extending theconversation with the introduction of new ideas andthoughts.


Please follow the Interdisciplinary Approach Presentation Rubric to ensure you receive full points for your responses.

Module 4: July 22-Aug 4 – Larger Frames, Marketing Tools, Networking and Job Sourcing, Interviewing and Navigating & Project Pitch Points: 80

Details Due Points

Watch/Read Read: X X

- Pitch http://hbswk.hbs.edu/item/perfecting-the-project-pitch

- Pitching Project Ideas http://courses.cs.washington.edu/courses/cse403/06sp/lectures/ProductPitches.pdf

- Five Ways to Pitch a Project Idea http://economictimes.indiatimes.com/slideshows/biz-entrepreneurship/five-ways-to-pitch-a-project-idea/-look-at-scalability/slideshow/54361845.cms

- Chapter 7: Marketing Tools – Your Resume and References pages 163 – 193

- Chapter 8: Networking and Job Sourcing – Grow Your Possibilities pages 197 – 210

- Chapter 9: Interviewing: Achieve Job Search Results pages 211-255

- Chapter 10: Navigating: Your Professional Direction pages 259-281

Watch: How to Gain Control of Your Free Time - Laura Vanderkam


Discussion Post 11: Marketing Tips and Newworking/ Job Sourcing

Discussion Post 11: Marketing Tips and Networking/Job Sourcing

- Chapter 7: Marketing Tools – Your Resume and References pages 163 – 193

- Chapter 8: Networking and Job Sourcing – Grow Your Possibilities pages 197 - 210

Part 1: Answer the following questions 1. What are your biggest fears or questions aboutcreating your resume? Do you currently have one? If so when did you create it, if now why not? 2. What are some tools or website you currently use tonetwork? What role if any, do you think networking plays in securing the job you desire?




7/24 10

http://hbswk.hbs.edu/item/perfecting-the-project-pitch

http://hbswk.hbs.edu/item/perfecting-the-project-pitch

http://courses.cs.washington.edu/courses/cse403/06sp/lectures/ProductPitches.pdf

http://courses.cs.washington.edu/courses/cse403/06sp/lectures/ProductPitches.pdf

http://economictimes.indiatimes.com/slideshows/biz-entrepreneurship/five-ways-to-pitch-a-project-idea/-look-at-scalability/slideshow/54361845.cms







Larger Frames Explanation

Large Frames Explanation Every project must embrace more than one discipline in its composition. This is your chance to make explicit in the form of a presentation to the class how your final project derives from more than one area of academic study. Explain how your final project

connects to issues in a larger fame. This frame may be industrial and therefore the student will explain how the final project fits in and also alters the current state of the industry in which the project participates. (For example: how does your planned business offer something new to the indsutry? Is it the product? Is it the method of distribution? For example: How does your social media campaign use existing but also innovative strategies to inform and persuade your audience? For example: What are the ethical concerns raised by your invention?)

The “Larger Frames” presentation explores the way your final

project fits within at least one larger framework: political,

economic, social, cultural, industrial. Though the final project may

build implicitly rather than explicitly on this relationship to larger

issues and themes, the presentation makes these connections

directly.

Part 1: Presentation time: 5 mins.

Visual component required (powerpoint or video format)

Your presentation must:

Identify frame(s) you’ve selected through which to view

your final project

Describe the frame’s status quo as it relates to your topic

Pinpoint the specific point of contact or connection

between the frame’s status quo and your project

Argue how your final project intervenes, changes, “pushes

back” or makes a difference to that frame’s status quo

Frame Definitions: (to help you select your frame(s))

1. Political: Relating to the government or the public affairs of a

country.

Politics: the activities associated with the governance of a country

or other area, especially the debate or conflict among individuals or

parties having or hoping to achieve power

2. Economic: The wealth and resources of a country or region,

especially in terms of the production and consumption of goods and

7/28 30

services.

Wealth

financial resources

Careful management of available resources.

3. Cultural: Integrated pattern of human knowledge, belief, and

behavior that depends upon the capacity for learning and

transmitting knowledge to succeeding generations

Customary beliefs, social forms, and material traits of a racial,

religious, or social group

Characteristic features of everyday existence (as diversions or a

way of life} shared by people in a place or time

popular culture Southern culture youth culture

sports & fitness culture military culture

Set of shared attitudes, values, goals, and practices that

characterizes an institution or organization

a corporate culture focused on the bottom line

4. Industrial: Department or branch of a craft, art, business, or

manufacture

Especially : one that employs a large personnel and capital.

Distinct group of productive or profit-making enterprises the

banking industry; the entertainment industry; the healthcare

industry

Further:

a. Healthcare industry (also called the medical industry or health

economy) is an aggregation and integration of sectors within the

economic system that provides goods and services to treat patients

with curative, preventive, rehabilitative, and palliative care

b. The voluntary sector or community sector (also non-profit

sector or "not-for-profit" sector) is the duty of social activity

undertaken by organizations that are not-for-profit and non-

governmental. This sector is also called the third sector, in contrast

to the public sector and the private sector.

c. Academia. Education, the academic world. Public or private

higher education establishments awarding academic degrees.

d. The beauty industry encompasses sales of cosmetics, perfume,

and products for skin and hair care. Beauty salons and spas are

considered the service sector of the beauty industry. In addition,

some economists include health clubs and cosmetic surgery in their

definition of the market.

e. Retail industry: The functions and activities involved in the

selling of commodities directly to consumers.

f. Fashion industry: Fashion retail is typically a consumer goods

market. It is characterized by very short product life, fickle

consumer preferences, numerous competitors, relatively easy entry

and exit, and a myriad of manufacturing, marketing and retail

alternatives

g. Mass media. pl n. (Communications & Information) the means

of communication that reach large numbers of people in a short

time, such as television, newspapers, magazines, and radio.

h. High-tech industry. An industry using or involving advanced

methods and the most modern equipment. (Financial Times)

i. Social media industry. Social media refers to user-created

content (audio, text, video, multimedia) that is published and

shared online. It is also the online technology that allows users to

share content and communicate with one another. Social media has

changed how we live our lives and affected how nearly every

industry does business. People use social media to stay informed,

compare and buy products, and keep in touch with family and

friends. Companies also use social media to reach customers.

(Vault.com)

5. Social: Relating to society or its organization. In context:

"Alcoholism is recognized as a major social problem." Relating to

rank and status in society. In context: "A recent analysis of social

class in Britain; her mother is a lady of the highest social

standing." Further: A social problem film is a narrative film that

integrates a larger social conflict in to the individual conflict

between its characters. Also called a message film since the

narrative teaches audiences about the social issue involved and

usually it is very clear what kind of action the film supports to

remedy the social ill.

6. Historical: study of a subject based on an analysis of its

development over a set period of time

Only one group member needs to turn in the assignment – ALL group members should contribute. Only put names of students who participate on the assignment

Part 2: Individual -Respond to 1Peer/group a. Respond to two of your peers’ posts by extending the

conversation by comparing and contrasting the framesthat your project and theirs relate to


Please refer to Large Frames Explanation Rubric to ensure you receive full points for your responses.

Discussion Post 12:

Discussion Post 12: Interviewing and Navigating - Chapter 9: Interviewing: Achieve Job Search Results

7/31 10

Interviewing & Navigating

pages 211-255 - Chapter 10: Navigating: Your Professional Direction

pages 259-281

Part 2: Answer the following questions 1. Complete activity 9.5 “Preparing to Answer Negative

Questions” page 233 and post your answers.2. Complete Excersice 10.3 “Generalist or Specialist”

question 1 ONLY page 279






Project Pitch Part 1: Project Pitch (Group/Individual if not working in Group) Also called the “elevator speech” this is an opportunity for students to “pitch” or sell the class on their idea for the final project and what they hope to accomplish in completing the project. The art of the pitch is condensing a project in to its most basic parts and also describing it in a way that hooks an audience’s attention. In filmmaking this is referred to as a “logline,” the theme/plot/character of a feature length film presented in under a minute. The idea of the “elevator speech” is having only the length of an elevator ride to describe your project to a prospective employer. In any construct, the pitch is both compelling and reflective of a deep, comprehensive knowledge of your project.

For this aspect of the project you may create a powerpoint or short video. Remember this should be between 2 and 3 minutes long.

Post the project to the thread titled “Project Pitch”

Part 2: Respond to two Groups Project Pitch (INDIVIDUAL) Respond to the posted project by replying to the thread the group/individual created. 1. Explain what you liked/enjoyed about each pitch2. Give suggestions for project that you believe can help them.

8/4 30

3. Compare and contrast their pitch to your own.4. EVERY STUDENT MUST COMPLETE THIS PART

Please refer to Project Pitch Rubric to ensure you receive full points for your responses.

Module 5: August 5-25- Final Project Points 205

Details Due Points

Read Read: - Project Description - Project Rubric

Watch: - What reality are your creating for yourself – Isaac

Lidsky https://www.ted.com/talks/isaac_lidsky_what_reality_are_you_creating_for_yourself

X X

Discussion Post 13: How to Gain Control of Your Free

Discussion Post 13: What reality are your creating for yourself

Part 1: Watch: What reality are your creating for yourself – Isaac Lidsky

https://www.ted.com/talks/isaac_lidsky_what_reality_are_you_creating_for_yourself

Part 2: Answer the following questions a. What was something surprising you learned from this

video?b. What information can you take from this video to help

you in your own future.c. Choose one statement from this video, quote it, and

explain why it resonated with you.





Please follow the Discussion Post Rubric to ensure you receive full

8/7 10





points for your responses.

Discussion Post 14: Final Project Peer Review

Discussion Post 14: Final Project Peer Review Part1: Post Rough Draft of Project to Discussion Thread

Have 1 group member (if applicable) post the project tothe discussion thread in a way that all members of theclass can view it.

I am not grading you on the project at this time, you areearning points for posting your rough draft – I will notcomment on improvements but your peers will.

All projects will be presented/posted and the rest of theclass MUST critique and commentary.

Part 2: Respond to 2 Peers (INDIVIDUAL) a. Respond to two of your peers’ projects by offering

suggestions on improvement and/or areas that you feelare well done.



8/14 10

Final Project Final Project - One member of the group must post the project to the

FINAL PROJECT Area - Only include names of people that contributed to the

project on the final version - All projects will be turned in a for a final grade assigned

by the instructor. -

Please refer to Final Project Rubric to ensure you receive full points for your responses.

8/25 185

Letter Grading Scale:

% of Points Earned Letter Grade % of Points Earned Letter Grade 100-94 A 76-74 C 93-90 A- 73-70 C- 89-87 B+ 69-67 D+ 86-84 B 66-64 D 83-80 B- 63-60 D- 79-77 C+ Below 60 F

Grading Criteria

Rubrics for Assignments The following grading rubrics will be used for the assignments in this class. Please

become familiar with these forms and use them to evaluate your assignments prior to submission. If a rubric is not present on this syllabus you can find it under the “Rubrics” tab on Canvas.

Message Instructor Rubric

Discussion Post Rubric Excellent Fair Poor Failing

Individual Post

Points: 7 Completes the online discussion post. Each post analyzes course concepts and information correctly, using examples, and direct quotation/citation from sources. Minimum of 1 direct citation per question answered. Validates position with applicable knowledge. No grammar, spelling, and/or APA format errors.

Points: 5 Completes the online discussion post. Each post attempts to analyze course concepts and information correctly. -Or- Does not use examples, and direct quotation/citation from sources. -Or- 1-3 grammar, spelling, and /or APA format errors.

Points: 3 Completes only part of the online discussion post. -Or- 4+ grammar, spelling, and/or APA format errors.

Points: 0 Assignment Not Completed/Attempted. -Or- Assignment Completed Late (Late work is not allowed)

Peer Responses

Points: 3 Collaborates with at least 2 fellow learners, relating the discussion to relevant

Points: 2 Collaborates with at least 2 fellow learners, attempting to relating the

Points: 1 Collaborates with ONE fellow learner. -or- Uses NO direct

Points: 0 Assignment Not Completed/Attempted. -Or- Assignment Completed

course concepts and extending the dialogue. Uses TWO direct quotation/citation in responses. Minimum 1 per response. Addresses all required response elements. Utilizes correct grammar, spelling, and APA format.

discussion to relevant course concepts BUT does NOT extend the dialogue. -or- Uses only ONE direct quotation/citation in responses. -or- Addresses mostrequired response elements. -or- 1-4 grammar, spelling, and/or APA errors.

quotation/citation in responses. -or- 5+ grammar, spelling, and/or APA errors.

Late (Late work is not allowed)

Educational Autobiography Rubric

Educational Autobiography Peer Response Rubric

Project Collaboration Decision Rubric 2018

Project Outline and Project Developent Paper

Project Pitch Rubric

Project Identification and Explanation of Example/Model and Respond to 3 Groups Rubric


Final Project

InterdisciplinaryApproachPresentation Rubric

Larger Frames Rubric Presentation

University of Bridgeport Principles of Integrity The University of Bridgeport is committed to fostering an environment of academic integrity, mutual respect and individual responsibility. We are a community that values the voice of students in their pursuit of academic excellence and personal growth. By choosing to be a member of this community, each student demonstrates respect for the core values of trust, honesty and ethical behavior and commits to upholding these standards. These principles will guide conduct both in and out of the classroom and on and off campus. This applies to interactions with all members of the community as well as the use of university resources and facilities.

University of Bridgeport Policy on Plagiarism “It is the student's responsibility to familiarize himself or herself with and adhere to the standards set forth in the policies on cheating and plagiarism as defined in Chapters 2 and 5 of the Key to UB http://www.bridgeport.edu/pages/2623.asp.”

“Right of Revision”: The above (any and all aspects of this syllabus) is subject to change in the event of extenuating circumstances as determined by the instructor. Otherwise,

students should rely on this document for class and assignment information,

Documents

University of Bridgeport ONLINE Capstone Seminar 390 IDDL1 … · 2019. 5. 8. · University of Bridgeport ONLINE Capstone Seminar 390 IDDL1 Course Syllabus Timeframe: May 13, 2019-August