Date Submitted: Wed, 09 Aug 2017 11:18:04 GMT

Viewing: FINPLN 4380W sharped : Assessing the American Dream - Writing Intensive

Last approved: Thu, 23 Feb 2017 16:47:45 GMT

Last edit: Thu, 23 Feb 2017 16:45:56 GMT

Changes proposed by: sharped

Proposal Type

Writing Intensive

Contact Information

sharped
Deanna
Sharpe
SharpeD@missouri.edu
573/882-9652
Personal Financial Planning
Are you submitting this proposal on behalf of an instructor?

Instructor for whom you are submitting proposal:
sharped
Deanna
Sharpe
SharpeD@missouri.edu
573/882-9652
Personal Financial Planning
Subject Area’s Department Chair/Director:
britt-rankinj
Jo
Britt Rankin
Britt-RankinJ@missouri.edu
573/882-7828
Human Environmental Sci Ext

Term for Proposal

 
Fall 2017

Course Catalog Information

HES
Personal and Financial Planning (FINPLN)
Personal and Financial Planning
4380W
3
 
30
Assessing the American Dream - Writing Intensive
A systems perspective examining ways choice and culture shape American levels and standards of living. The impact of trends in personal and family values, technology, the economy, mass media and social movements on household resource management.
Social Science
Lecture/Standard
A-F (allow student to choose S/U option)
ENGLSH 1000.
 
 
junior standing.

Instructor Information

sharped
Deanna
Sharpe
SharpeD@missouri.edu
573/882-9652
Personal Financial Planning
(numbers only)
Tenured Associate Professor
239 Stanley
Yes, in the last five years
 

The Campus Writing Program conducts a two-day faculty workshop to assist with the design and implementation of your writing intensive course. Once your course proposal has been approved by the Campus Writing Program, you will receive information on time, date and location of the workshop.
Indicate below if additional instructors are planned, but specific individuals have not yet been chosen. Check all that apply
Graduate Student
Briefly describe the qualifications of the known graduate instructors, or planned qualifications if graduate instructors are still to be selected, bearing in mind that graduate students teaching honors courses should be advanced students with a record of excellent teaching.
 

Honors Course Information

 
 
Answer the questions below as they would apply to one section. For all other sections, provide similar information in the Additional Sections Information box below.
 

 
 
 

 
 
 
 
 
 

Writing Intensive Course Information

In this class we: 1. examine ways values influence decisions of individuals and the direction of society 2. nurture development of a professional approach to dealing with pluralistic values and lifestyles 3. identify, use, and evaluate measures of levels and standards of living in the United States 4. analyze the impact of socio-economic trends and public policies on the income, spending, savings, and lifestyle of individuals and families 5. conduct some basic research on and critically evaluate various controversial issues and actions that affect the economic strength and financial security of individuals and families 6. challenge students to assess the current status of the American Dream, using reliable statistical data and expert commentary to defend your stand and to respond to potential counterarguments.
Incorporated a few additional brief peer-reviews as part of the process toward a final, graded submission.
Face-to-face
Self paced?

52
50
Should this course be considered for funding?
Yes
Large Enrollment Courses:
 
 
 

Writing Intensive Assignments

Pages
1. Research Report on Values Interviews
1. Research Report on Values Interviews: Students interview 3 persons outside of class regarding their perspectives on American values and write a double-spaced two to three page report and assessment of their findings. One draft. Evaluated by Instructor and TA.
Length of assignment:
3
Instructor and TA.
 
 
3

2. Position Paper on Family
2. Position Paper on Family: A 3 page double-spaced persuasive essay evaluating ability of various forms of familial association to successfully perform the functions family is expected to perform on behalf of broader society, with particular attention to provision and exchange of tangible and intangible resources within the familial unit and to human capital development. Two drafts. Mandatory revision. Evaluated by instructor and TA.
Length of assignment:
3
Instructor and TA.
3
Instructor and TA.
6

3. Research Report on Single Earner / Dual Earner Families
3. Research Report on Single Earner / Dual Earner Families: Students write a 2 to 3 page double-spaced report of findings from interviewing a two-parent single earner family and a dual earner family regarding reasons for and advantages and disadvantages of their current earner structure as well as determinants of and level of satisfaction with household division of labor. One draft. Evaluated by instructor and TA.
Length of assignment:
3
instructor and TA.
 
 
3

4. In and out of class writing
4. In and out of class writing: Informal writing to instructor provided prompts. Includes 1/2 page summary/reaction papers related to an assigned essay before class discussion, in-class written response to question posed in class or response to video or discussion, or a written pair and share. This type of writing typically occurs for one or both class meetings per week. Students receive participation points (completed/did not complete - factored into the 25/300 points to be earned for Critical Thinking Adventures). Several of these assignments are designed as "preliminary thinking pieces" for their final paper. In that sense, they sort of serve as very informal drafts of parts of that paper. Evaluated by instructor.
Length of assignment:
1
Instructor
 
 
1

5. Trend Report
5. Trend Report: 5 page double spaced report on an economic trend. Mandatory revision. Revision becomes part of final paper. Evaluated by instructor and TA.
Length of assignment:
5
instructor and TA
5
instructor and TA
10

6. Final Paper
6. Final Paper: 10-12 page double spaced persuasive essay on vitality of the American Dream. Students state and defend stance on the Dream as alive/dead/changing, supporting position by discussion of measurement of well-being; evaluative assessment of trends related to economic well-being (revised and shortened trend report goes here), spirituality/life purpose, and community well-being over time at the federal level and at the current time in Missouri. Report also includes evaluation of a current federal policy that affects household economic well-being and discussion of an interview with someone aged 65 and older about their economic life history. Evaluated by instructor.
Length of assignment:
11
Instructor
 
 
11

Total pages for all assignments:
First drafts:
26.00
Revisions:
8.00
34.00
d

Writing Intensive Teaching

Instructor provided feedback
Peer review
 
 
For every written assignment, there can be more than one perspective.
Students write in a steady flow throughout the semester. Most of this writing contributes directly and indirectly to the final wave that comes at the end of the semester with the trend report and the final paper.
67
%
 
1
TA has been through CWP training

Course Syllabus

Upload Course Syllabus

Administrative Information

Education and Social Sciences
 
 

Acknowledgement

I have read and reviewed the updated proposal

Additional Comments

 
Tammy Limbach (limbacht) (Thu, 23 Feb 2017 16:45:56 GMT): added 4380W 2/23/17. Notified department and instructor. canceled 4380 sec 1.
Key: 174