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Prerequisites LAS 3800 _Capstone Seminar I_

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Prerequisites LAS 3800 _Capstone Seminar I_ Powered By Docstoc
					                                         The Women’s College of the University of Denver
                                                      LAS: Capstone II
                                                     Spring Quarter 2011

Faculty: Tiffani Lennon
E-mail: tlennon@du.edu
Phone: 303.871.6812
Office Hours: By appointment only. Please e-mail.

Required Text: (1) MLA or APA Style Guide (online access is also acceptable)

Prerequisites: LAS 3800 (Capstone Seminar I)


   I.      COURSE DESCRIPTION

In Capstone II, students will further integrate and reflect on their major coursework through a seminar course designed to examine an
overarching issue(s) in law and society as it may have surfaced during Capstone I, and the various disciplinary approaches to address
and/or understand such issue(s). Students are expected to perform at exemplary levels demonstrating advanced research, written and
public speaking skills, professionalism, sophisticated analysis and critical reasoning.

The primary course objective is for students to identify a law and society topic that surfaced during the field experience in Capstone I,
research interdisciplinary perspectives and approaches, synthesize and analyze approaches in a comprehensive paper. In doing so,
students are expected to synthesize and apply previous course work and knowledge about law and society. The final paper will include
a previously submitted and approved proposal, abstract, and annotated bibliography, in addition to the substantive research paper.
Students are also expected to present the paper topic at the end of the quarter in a public forum.

Requirements for the First Class:      Prepare an initial project proposal (see description) and be prepared to discuss this proposal in
class.




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II. COURSE OBJECTIVES
    A. Acquire field knowledge about a particular professional area of interest
    B. Demonstrate advanced research, written and oral communication skills
    C. Understand how law and society is applied in various fields
    D. Demonstrate an interdisciplinary lens to the culminating project
    E. Demonstrate an international competency or global perspective
    F. Apply sociolegal approach(es) to resolve or evaluate a societal issue.

III. LEARNING OBJECTIVES

   A.   Develop and demonstrate an ability to advance the public good through social action;
   B.   Apply your knowledge of theoretical models of law and society to their field placement experiences;
   C.   Exhibit strong professionalism and interpersonal skills;
   D.   Reflect on and integrate previous coursework in law and society;
   E.   Evaluate the impact of law and society through an interdisciplinary and global lens;
   F.   Employ critical thinking, advanced research and writing skills, and exemplary oral communication skills ensuring that your
        public presentation is engaging and sophisticated.

IV. COURSE COMPONENTS
    A.  Assignments:
        1. Proposal (1)
        2. Annotated Bibliography (1)
        3. Abstract (1)
    B.  Culminating Capstone Paper (1)
    C.  Capstone Presentation (1)
    D.  Professionalism (1)
        (1) Class attendance and timeliness
        (2) Appropriate and interculturally-responsible participation and discourse
        (3) Sophisticated interpersonal skills including demonstrated leadership, collaboration and engagement with peers
        (4) Advanced research, writing and public speaking skills




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V. OVERALL CLASS GRADING
   A. You may accrue a total of 100 points.
   B. Each assignment is worth 15% of your overall grade.
   C. Research paper is worth 30% and a minimum of 20 pages in length.
   D. Twenty minute presentation on your paper topic-- 15% of overall grade.
   E. Professionalism is worth 10% of your final grade.

VI. PROFESSIONALISM
    You are expected to conduct yourself with the utmost professionalism. The Capstone Series are treated as professional
    development opportunities, and therefore, expectations of student performance are considerably higher. For example, class
    attendance, timeliness and participation are mandatory. Only emergencies
    due to circumstances beyond your control are considered excused absences, and/or observed religious holidays provided the
    student gave advanced, written notice to the instructor. THERE IS AN EXPECTATION THAT DURING CAPSTONE II NO
    ASSIGNMENTS WILL BE LATE NOR WILL THERE BE ANY EXCEPTIONS. Additionally, the class will collectively
    identify other professionalism traits and characteristics, and create a collective agreement, which will be upheld and serve as a
    guideline throughout the course.


VII. CRITERIA FOR GRADING PRESENTATIONS
   You will present on the topic of your paper. The purpose of the presentation is to give you an opportunity to fine-tune and further
   develop your paper. In helping you to do so, your classmates will provide feedback. Your presentation will be 20 minutes in
   length. You must include visual aids and depictions appropriate to the audience. You will be graded on cohesiveness, clarity,
   understanding of the material, and visual aids. You should allow and prepare for 10 minutes for questions and comments from the
   class. Refer to the oral presentation rubric in Appendix C of this syllabus for a complete grading guide.

VIII. ACADEMIC INTEGRITY
   The Women’s College fully endorses the University of Denver’s Honor Code and the procedures put forth by the Office of
   Citizenship and Community Standards. Academic dishonesty – including plagiarism, cheating, and falsification of data and
   research – is in violation of the code and will result in a failing grade for the assignment or for the course. As student members of
   a community committed to academic integrity and honesty, it is your responsibility to become familiar with the DU Honor Code
   and its procedures (www.du.edu/honorcode).



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IX. ADA ACCOMMODATIONS
    Students who require accommodations under the Americans with Disabilities Act must contact the instructor immediately to
    discuss their needs. Failure to notify the instructor immediately may hinder the College’s ability to accommodate accordingly. The
    instructor will also provide accommodations for students with learning disabilities. Students with learning disabilities must also
    notify the instructor immediately so that accommodations can be provided.

X. OBSERVATION OF RELIGIOUS HOLIDAYS
   Students wishing to observe a religious holiday not celebrated on the academic calendar may do so provided advanced written
   notice is given the instructor during the first two weeks of the quarter. With advanced, written notice, the absence will be
   considered an excused absence.

XI. CRITERIA FOR GRADING RESEARCH PAPERS
    A. Grammar
    B. Presentation of both sides of argument
    C. Critical review/analysis
    D. Original ideas or critiques
    E. Discuss practical, real-world application and/or implications
    F. “Tightness” of discussion; good presentation and construction of ideas
    G. Academic references or sources

XII. ACCESSING ASSIGNMENTS AND COURSE INFORMATION
BLACKBOARD/WEBCENTRAL: You will be responsible for checking Blackboard for class announcements, participation in
discussion boards, and non-text readings.


XIII. DESCRIPTION OF ASSIGNMENTS

   •   Initial Project Proposal (DUE FIRST CLASS): A project proposal (double-spaced, 12 point type) which (1) identifies one
       specific research question arising from your field placement experience, (2) describes paper’s thesis and (3) describes how you




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    will utilize relevant law and society scholarship to explore this question. We will discuss this initial proposal in our first class;
    you will be given suggestions on revising your proposal for final submission.

•   Revised Proposal & Working Bibliography (DUE SECOND CLASS): Revise your proposal and put together a working
    bibliography of sources you will use to explore your research question. You will be given suggestions on revising your
    bibliography, and for assembling a solid annotated bibliography. Additional instructions will be provided by your text.

       Select at least 5-8 academic sources, all or some of which can be assigned readings from previous courses. Academic
       sources do not include information pulled from advocacy organization’s web sites, Wikipedia, etc. Books, journal articles
       and online databases are considered academic. Visit http://library.du.edu/FindIt/EResources/index.cfm for online
       databases. Here, I am not mincing words.

•   Annotated Bibliography & Working Outline (DUE THIRD CLASS): Complete your research, assemble a solid annotated
    bibliography, and draft a working outline to guide your initial draft of your paper.

•   Abstract, Practice Presentation and First Draft (DUE FOURTH CLASS):
    Complete a draft of your paper (at least 8 pages). Get all of your ideas down; don't worry about grammar, punctuation or
    organization. Use your working outline as a rough road map, but don't be afraid to explore new ideas as they occur to you
    while writing. If you discover that you need to clarify a particular point or question that arises during your initial draft, make a
    note to do additional research. This is also a good place to revise and fine tune the organization of your paper. Writing is a
    recursive process; be open to it. By the end of this draft, you should have discovered the answer, or at least the beginnings of
    an answer, to your research question. This answer is your thesis; you will use it to reorganize your paper.

•   Polished Draft, Practice Presentation & Participation in Writing Workshop (DUE SIXTH CLASS): Complete any
    additional research and compose a polished draft of your final paper (20-25 pages); carefully proofread this draft. Bring 3
    copies of this draft to share with classmates during our writing workshop.
•   Self Evaluations (DUE SIXTH CLASS): In addition to a final evaluation from me, you will also complete a self-evaluation.
    As part of this self-evaluation you are to bring with you a final paper you completed for Introduction to Law and Society and
    compare your progress and understanding. See Appendix A for Law and Society’s Student Learning Outcomes.

•   Public Presentation (MAY 18-tentatively): See Appendix C for a complete presentation rubric



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•   Final Paper (DUE MAY 29): You will prepare and present a final paper (20-25 pages) evaluating and analyzing the issue(s)
    raised by your field placement experience within the context of law and society scholarship. In this paper, you will focus on
    one specific question, and explore this question through an examination of relevant academic literature in the field of law and
    society. You will explain and provide support for the answer to your research question (your thesis), reach conclusions about
    what you learned, and make sociolegal recommendations or suggested next steps where necessary. See Appendix B for a
    complete faculty rubric.




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                                                        APPENDIX A

                                        Law and Society Student Learning Outcomes

Upon completing the undergraduate program in Law and Society, students will:


   •   Demonstrate their understanding of the interdisciplinary nature of the study of law and society and their ability to
       debate amongst multiple perspectives on sociolegal problems.

   •   Interpret and evaluate quantitative and qualitative social science data concerning sociolegal issues, and conduct
       sociolegal research to assess how law functions in society and how society functions in the law.

   •   Construct coherent written work and oral presentations that are well organized, contain clear arguments supported
       by specific social science evidence, and reflect their mastery of style, mechanics and technological skills.

   •   Analyze and evaluate sociolegal issues in a self-directed, self-disciplined, self-monitored, and self-corrective way.

   •   Demonstrate an understanding of how diverse perspectives and life experiences, including gender perspectives
       and experiences, give varied meanings to sociolegal problems within diverse cultural contexts.

   •   Demonstrate leadership, advocacy and policy development skills in order to become active community participants
       and leaders in sociolegal arenas.

   •   Identify the working theoretical frameworks in law and society scholarship for examining how law transforms
       society and how society transforms law.




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                                                          APPENDIX B

                           Faculty Rubric for Assessing Critical Reasoning and Academic Skills
                                                   (Revised: January 2011)


I.     Describes a problem, issue, or specific topic

       4.    Exemplary: this element of critical reasoning is fully present and addressed/developed in an excellent manner
       3.    Proficient: this element of critical reasoning is clearly present and addressed/developed in an acceptable way, but
             could be improved in some important ways
       2.    Satisfactory: this element of critical reasoning is minimally present, but not sufficiently addressed/developed
       1.    Weak or Incomplete: this element of critical reasoning is not present or, if present, is not addressed/developed in an
             acceptable manner

II.    Recognizes the significance/influence of context (cultural, historical, social including race, socioeconomics and
       gender, etc.)

       4.    Exemplary: this element of critical reasoning is fully present and addressed/developed in an excellent manner
       3.    Proficient: this element of critical reasoning is clearly present and addressed/developed in an acceptable way, but
             could be improved in some important ways
       2.    Satisfactory: this element of critical reasoning is minimally present, but not sufficiently addressed/developed
       1.    Weak or Incomplete: this element of critical reasoning is not present or, if present, is not addressed/developed in an
             acceptable manner

III.   Articulates student’s evidence-based position

       4.    Exemplary: this element is fully present and addressed/developed in an excellent manner
       3.    Proficient: this element is clearly present and addressed/developed in an acceptable way, but could be improved in
             some important ways
       2.    Satisfactory: this element is minimally present, but not sufficiently addressed/developed




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       1.    Weak or Incomplete: this element is not present or, if present, is not addressed/developed in an acceptable manner

IV.    Evaluates and analyzes other evidence-based positions

       4.    Exemplary: this element is fully present and addressed/developed in an excellent manner
       3.    Proficient: this element is clearly present and addressed/developed in an acceptable way, but could be improved in
             some important ways
       2.    Satisfactory: this element is minimally present, but not sufficiently addressed/developed
       1.    Weak or Incomplete: this element is not present or, if present, is not addressed/developed in an acceptable manner

V.     Demonstrates an improvement in academic research and writing skills (as compared to Intro to LAS paper)

       4.    Exemplary: this element is fully present and addressed/developed in an excellent manner
       3.    Proficient: this element is clearly present and addressed/developed in an acceptable way, but could be improved in
             some important ways
       2.    Satisfactory: this element is minimally present, but not sufficiently addressed/developed
       1.    Weak or Incomplete: this element is not present or, if present, is not addressed/developed in an acceptable manner

VI.    Demonstrates depth and complexity of thought or work process

       4.    Exemplary: this element of critical reasoning is fully present and addressed/developed in an excellent manner
       3.    Proficient: this element of critical reasoning is clearly present and addressed/developed in an acceptable way, but
             could be improved in some important ways
       2.    Satisfactory: this element of critical reasoning is minimally present, but not sufficiently addressed/developed
       1.    Weak or Incomplete: this element of critical reasoning is not present or, if present, is not addressed/developed in an
             acceptable manner

VII.   Discusses conclusions or inferences or discusses (future) implications

       4.    Exemplary: this element is fully present and addressed/developed in an excellent manner
       3.    Proficient: this element is clearly present and addressed/developed in an acceptable way, but could be improved in
             some important ways
       2.    Satisfactory: this element is minimally present, but not sufficiently addressed/developed
       1.    Weak or Incomplete: this element is not present or, if present, is not addressed/developed in an acceptable manner




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VIII.   Synthesizes academ ic publications when drawing conclusions and inferences
        4.   Exemplary: this element is fully present and addressed/developed in an excellent manner
        3.   Proficient: this element is clearly present and addressed/developed in an acceptable way, but could be improved in
             some important ways
        2.   Satisfactory: this element is minimally present, but not sufficiently addressed/developed
        1.   Weak or Incomplete: this element is not present or, if present, is not addressed/developed in an acceptable manner




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                                                          APPENDIX C


                                              Law and Society Oral Capstone Presentation Rubric

Structure Introduction is well constructed: Attention getting; Develops rapport/commonality; Previews what is to come; Transitions to
    I.    body of the speech.
          0 - Not Applicable
          1 - Inadequate: Some criteria are not met and some criteria are not executed in an effective manner
          2 - Needs Improvement: some criteria are not met and/or not sufficiently executed
          3 - Good: all criteria are met and executed in an acceptable way, but some criteria could be improved in a few important ways
          4 - Excellent: all criteria are met and executed in an excellent manner
Structure Organization is coherent and effective: Suitable to the topic; Suitable to the audience; Effective transitions; Internal summaries
   II.    where needed.
          0 - Not Applicable
          1 - Inadequate: Some criteria are not met and some criteria are not executed in an effective manner
          2 - Needs Improvement: some criteria are not met and/or not sufficiently executed
          3 - Good: all criteria are met and executed in an acceptable way, but some criteria could be improved in a few important ways
          4 - Excellent: all criteria are met and executed in an excellent manner
Structure Conclusion provides a sense of completion: Effective method (summary, plea, etc.); Provides clear understanding of speaker’s
   III.   intent; Sense of completion in content and delivery; Includes Q & A, if appropriate.
          0 - Not Applicable
          1 - Inadequate: Some criteria are not met and some criteria are not executed in an effective manner




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         2 - Needs Improvement: some criteria are not met and/or not sufficiently executed
         3 - Good: all criteria are met and executed in an acceptable way, but some criteria could be improved in a few important ways
         4 - Excellent: all criteria are met and executed in an excellent manner


Content Audience Analysis: Appropriate for occasion, audience, time allotted; Apparent use of audience analysis (engages the
  I.    audience); Invites audience participation, when appropriate (this includes rhetorical questions, invitations).
         0 - Not Applicable
         1 - Inadequate: Some criteria are not met and some criteria are not executed in an effective manner
         2 - Needs Improvement: some criteria are not met and/or not sufficiently executed
         3 - Good: all criteria are met and executed in an acceptable way, but some criteria could be improved in a few important ways
         4 - Excellent: all criteria are met and executed in an excellent manner
Content Language includes correct vocabulary and grammar: Fits topic and audience; Lack of jargon or undefined terms; Correct
  II.   grammar; Correct usage.
         0 - Not Applicable
         1 - Inadequate: Some criteria are not met and some criteria are not executed in an effective manner
         2 - Needs Improvement: some criteria are not met and/or not sufficiently executed
         3 - Good: all criteria are met and executed in an acceptable way, but some criteria could be improved in a few important ways
         4 - Excellent: all criteria are met and executed in an excellent manner
Content Ideas are supported and illustrated appropriately: Indicates adequate research; Includes external sources where needed;
  III.  Increases credibility of speaker; Uses speech aids when needed (visual, audio, tactile, etc.).
         0 - Not Applicable
         1 - Inadequate: Some criteria are not met and some criteria are not executed in an effective manner




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          2 - Needs Improvement: some criteria are not met and/or not sufficiently executed
          3 - Good: all criteria are met and executed in an acceptable way, but some criteria could be improved in a few important ways
          4 - Excellent: all criteria are met and executed in an excellent manner




Delivery Speaking style is conversational: Use of shorter sentences; Repetition where needed; Flexible and adjusted to audience; Has a
   I.    conversational tone.
          0 - Not Applicable
          1 - Inadequate: Some criteria are not met and some criteria are not executed in an effective manner
          2 - Needs Improvement: some criteria are not met and/or not sufficiently executed
          3 - Good: all criteria are met and executed in an acceptable way, but some criteria could be improved in a few important ways
          4 - Excellent: all criteria are met and executed in an excellent manner
Delivery Vocal delivery is fluent and varied: Vocal pacing/speed is appropriate to content and audience; Volume is adjusted to
  II.    audibility needs of the audience; Pronunciation/enunciation is clear and correct; Absence of disfluencies (ums, uhs).
          0 - Not Applicable
          1 - Inadequate: Some criteria are not met and some criteria are not executed in an effective manner
          2 - Needs Improvement: some criteria are not met and/or not sufficiently executed
          3 - Good: all criteria are met and executed in an acceptable way, but some criteria could be improved in a few important ways
          4 - Excellent: all criteria are met and executed in an excellent manner
Delivery Nonvocal delivery is supportive of the content: Appearance is appropriate; Eye contact is sustained; Natural posture,
  III.   movement, gestures; Comfortable use of notes.




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0 - Not Applicable
1 - Inadequate: Some criteria are not met and some criteria are not executed in an effective manner
2 - Needs Improvement: some criteria are not met and/or not sufficiently executed
3 - Good: all criteria are met and executed in an acceptable way, but some criteria could be improved in a few important ways
4 - Excellent: all criteria are met and executed in an excellent manner

  TOTAL SCORE ____________

                                                                          Derived from School of Communication; 2011 rev’d TL




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