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Viewing: H_D_FS 4970W killorens : Families and Lifespan Development Capstone - Writing Intensive

Last approved: Mon, 19 Dec 2016 18:21:44 GMT

Last edit: Mon, 19 Dec 2016 18:21:44 GMT

Proposal Type

Writing Intensive

Contact Information

killorens
Sarah
Killoren
killorens@missouri.edu
573/882-7528
Human Devl & Family Science
Are you submitting this proposal on behalf of an instructor?

Instructor for whom you are submitting proposal:
killorens
Sarah
Killoren
killorens@missouri.edu
573/882-7528
Human Devl & Family Science
Subject Area’s Department Chair/Director:
ispaj
Jean
Ispa
IspaJ@missouri.edu
573/882-2796
Human Devl & Family Science

Term for Proposal

 
Spring 2017

Course Catalog Information

HES
Human Development And Family S (H_D_FS)
Human Development And Family S
4970W
4
 
30
Families and Lifespan Development Capstone - Writing Intensive
Focus on integrating, extending, critiquing, and applying knowledge gained in the Families and Lifespan Development option within a family and lifespan development educational framework. Graded on A-F basis only.
 
Lecture/Standard
A-F Only
senior standing and instructor's consent.
 
 
 

Instructor Information

killorens
Sarah
Killoren
killorens@missouri.edu
573/882-7528
Human Devl & Family Science
(numbers only)
Tenure Line Assistant Professor
304 Gentry Hall
 
 

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

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 course, students will a) identify and apply the major theories, methods, and content areas relevant to the field of Family Studies and Lifespan Development, b) identify and evaluate trends in Family Studies and Lifespan Development content, c) demonstrate effective communication, and d) design family studies learning experiences.
I am requiring a draft (10 points) of the students' powerpoint presentations.
Face-to-face
Self paced?

20
25
Should this course be considered for funding?
Yes
Large Enrollment Courses:
 
 
 

Writing Intensive Assignments

Pages
Theory Application in-class writing assignments
the purpose is to have students critically think about how theory can be applied for work with families, 1 draft, 1 page each, instructor evaluates.
Length of assignment:
1
Instructor
 
 
1

Taking sides paper
the purpose is to have students take multiple perspectives on a controversial topic in HDFS, 1 draft, 4 double-spaced pages, peer review and instructor evaluates
Length of assignment:
4
Peer review
4
Instructor
8

Individual research paper
the purpose is to have students conduct research and write about a topic that will assist them with their group's grant writing, 2 drafts, 8 double-spaced pages, instructor evaluates.
Length of assignment:
8
Instructor
8
Instructor
16

Group grant-writing project
the purpose is to have students write a grant for a program to help families and the grant must include a theoretical perspective, 2 drafts, 5 single-spaced pages, instructor evaluates.
Length of assignment:
5
Instructor
5
Instructor
10

Reaction paper
the purpose is to have students reflect on their writing and group experiences, 1 draft, 2-3 pages, instructor evaluates.
Length of assignment:
3
Instructor
 
 
3

Total pages for all assignments:
First drafts:
21.00
Revisions:
17.00
38.00
Additional writing: There is a short paper assignment, 'Taking Sides', in which students will write a 4 -page double-spaced paper and discuss multiple perspectives on the same topics. There will also be 3, 1-page in-class writing assignments about how to use theory when developing programs for families. There is also a 2-3 page reaction paper that students complete following their presentation. Further, this semester I am adding two peer review assignments.

Writing Intensive Teaching

Instructor provided feedback
Oral presentation by student, followed by feedback
Peer review
 
Group grant-writing project, the purpose is to have students write a grant for a program to help families and the grant must include a theoretical perspective, 2 drafts, 5 single-spaced pages, instructor evaluates. 5

The group work (written grant proposal) counts for 5 pages of first drafts and 5 pages of revision. The remaining pages are for individual work. Students use material from their 8 page individual research paper to include in the 5 page grant proposal. It is collaborative writing, but each student is summarizing their individual research paper to fit within the grant proposal.
1) Theory Application in-class writing assignments, the purpose is to have students critically think about how theory can be applied for work with families, 1 draft, 1 page each, instructor evaluates. 2) Taking sides paper, the purpose is to have students take multiple perspectives on a controversial topic in HDFS, 1 draft, 4 double-spaced pages, peer review and instructor evaluates. 3) Individual research paper, the purpose is to have students conduct research and write about a topic that will assist them with their group\'s grant writing, 2 drafts, 8 double-spaced pages, instructor evaluates. 4) Group grant-writing project, the purpose is to have students write a grant for a program to help families and the grant must include a theoretical perspective, 2 drafts, 5 single-spaced pages, instructor evaluates. 5) Reaction paper, the purpose is to have students reflect on their writing and group experiences, 1 draft, 2-3 pages, instructor evaluates. Additional writing: There is a short paper assignment, \'Taking Sides\', in which students will write a 4 -page double-spaced paper and discuss multiple perspectives on the same topics. There will also be 3, 1-page in-class writing assignments about how to use theory when developing programs for families. There is also a 2-3 page reaction paper that students complete following their presentation. Further, this semester I am adding two peer review assignments.
[From Fall Proposal] There will be in-class writing assignments at the beginning of the semester, the Taking Sides paper is due on 9/2, the first draft of the individual research paper is due on 10/5, the final draft of the individual research paper is due on 10/19, the first draft of the grant is due on 10/23, the final draft of the grant is due on 11/16, and the reaction papers are due the day after their second presentation.
68
%
 
1
She has previous experience grading for a WI course (HDFS 2400W). She will be responsible for grading the in-class writing assignments and the taking sides paper. She will assist with grading the individual research paper and the grant proposals.

Course Syllabus

Upload Course Syllabus

Administrative Information

Education and Social Sciences
 
 

Acknowledgement

I have read and reviewed the updated proposal

Additional Comments

 
Lina Trigos Carrillo (trigoscarrillol) (Fri, 09 Dec 2016 17:29:04 GMT): Contacted faculty to request more information about individual writing in group project.
Patricia Luckenotte (luckenottep) (Mon, 19 Dec 2016 18:21:40 GMT): I have added H_D_FS 4970W, 01 to the Spring 2017 Schedule of Classes and cancelled the regular section of H_D_FS 4970, 01 for spring. The students that were enrolled in H_D_FS 4970 have been moved to the new section of H_D_FS 4970W.
Key: 273