Seminar in Organizational Theory and Behavior

 

Seminar in Organizational Theory and Behavior

 

 

1. TEXTS

 

• George, J.M. and Jones, G.R. (2012) Understanding and Managing Organizational Behavior. Sixth Edition, Upper Saddle River, NJ: Prentice Hall. ISBN-13: 978-0-13-612443-6.
• Hall, R. H. and Tolbert, P. S. (2009). Organizations: Structures, Processes, and Outcomes. Tenth Edition, (Upper Saddle River, NJ: Prentice Hall. ISBN-13: 978-0-13-244840-6.
• Hacker, D. A (2003). Writer’s Reference. Fifth Edition, Boston, MA: Bedford/St. Martin’s.

Older or international editions are acceptable.

 

1. SOURCES OF OTHER READINGS (Journals and Periodicals)

 

Additional assigned readings/handouts from the instructor; Academy of Business Journal; Academy of Management Journal; Academy of Management Review; Administrative Science Quarterly; Advanced Management Journal; American Academy of Business; Cambridge; Business Horizons; Harvard Business Review; Journal of Applied Psychology; Sloan Management Review; Organizational Dynamics; Research in Organizational Behavior; Strategic Management Journal; Applied Business Review; Journal of Applied Business Research; etc.

 

See also Appendices on page 10 through 12 for recommended book readings, recommended practitioner articles, and suggested websites for current issues in management.

 

• COURSE DESCRIPTION

 

This seminar is intended to examine major perspectives in organization theory and behavior and its impact on organizations and management.

This seminar will provide the opportunity to introduce and discuss all the major works in organizational theory and behavior and practical applications in dealing with human issues in organizations. It sets the fundamental knowledge base for students

Further, it explores how organizations function, develop, and modify themselves to reflect the needs of the external as well as the internal environments.

Class time will be spent insightfully discussing the strengths and weaknesses of the major theories in addition to its assumptions, logic, ideological tendencies and managerial relevance.

 

1. OBJECTIVES

 

The objective of this course is to provide students with a strong conceptual and framework for the study, understanding, and application of organizational theory and behavior, its evolution and relevance to managerial practice. Along with that, it provides the student an understanding of the literature through the encouragement of critical thinking. Ultimately, the student should be able to integrate his/her understanding of organizational theory with human behavior in order to effectively achieve organizational goals. More specifically, at the completion of this course the student will be able to:

 

• Assess individual’s personality and ability, work values, attitudes, moods and emotions, perception, attribution, as well as workplace diversity.
• Evaluate alternative ways to motivate and reward employees and make effective decisions.
• Evaluate group and team behavior and assess its impact on performance.
• Communicate effectively at the individual, group, and the organizational level.
• Diagnose power and manage conflict and stress.
• Identify leadership styles and determine its effectiveness within the organization.
• Examine an organization in action, recommend changes including structural, and design ones to improve performance.

 

1. LEARNING METHODOLOGY

 

The learning methodology used in this course consists of reading the textbooks, lectures, other articles and assigned readings, participation in-class discussions, individual analysis papers and presentations, group cases/exercises, and group projects and presentations.

 

 

 

1. Participation

It is critical to the success of this class that all students read the material for each class and that each individual participate in the in-class discussions and exercises. Students will be evaluated on both their attendance record and on their contribution to the learning of others.

 

1. Research Paper and Presentation

You will be assigned a topic to research. Your research should be in sufficient depth to exceed the extent to which the text covers the material. This is a research paper, not an opinion paper.

Because this is a course in Organizational Theory and Behavior, you must address how the topic impacts organizations-meaning what are the major implications for application to organizations? (No more than half a page).

 

Papers should be a minimum of 6 full pages long, a maximum of 8, concisely written in a font this size (12), grammatically correct and spell checked. You should have an additional page for bibliography (references). Use no fewer than six resources, NOT including your text, which you may also cite. The Internet should NOT be your only resource. If you are unfamiliar with the APA guidelines on plagiarism, read them on the Internet or at the library, and be careful not to plagiarize.

 

A library/ProQuest search of periodicals containing articles relating to selected topics should be used to illustrate your understanding of each topic and show how they can effectively assist the achievement of corporate/organizational goals. Identification of operational impediments and behavioral constraints, and steps taken to resolve these issues will elevate the quality of the term paper. The term paper will be 20% of the final grade.

 

NOTE: It causes lots of problems with the timing of the material if you are not in class, ready to do your paper on the assigned day. I understand that illness occurs, but please consider the due date for an assignment to be a serious deadline. If you are ill the day of your presentation, you must email me your paper by noon that day.

Papers due date will be coordinated with the instructor for one of the following dates: January 21, January 28, February 4, February 11, February 18. or February 25, 2019.

 

Chapters will be assigned during the first or 2^nd class session and plagiarism will be severely penalized.

 

Please see attached appendices for recommended books, articles and websites.

 

1. Group Project and Group Presentation

This group project, final paper, and presentation are in lieu of a final exam. Your Group is to design an effective organization following the following guidelines:

 

 

 

1. Group Formation

At the first or the second class meeting, you will form a team of up to five (5) students to conduct this required group project. Group projects will be coordinated with the instructor for presentations on February 25, March 4^th, or March 11th, 2019.

 

2. The Project

See attached case titled “Café Britt: A Costa Rica Pride”.

Source: Ghazzawi, I. (2014). Café Britt: A Costa Rica Pride. Business Case Journal “BCJ”, Vol. 21 (1), 108-140.

 

3. Group Report

For the purpose of this group project, use the chapters assigned for this course. To support your views and enhance your report, you must include outside references such as books, journals, newspaper, internet information, or a direct interview as resources for your project/research (in case of an interview, include your interview questions as an appendix in your report).

Write at least 20-page report (12-point font, double-spaced and followed   the APA’s writing style- only one report is needed for each group) and do a 20-30     minute’s PowerPoint presentation of your project. Grade is based partially on peer         evaluation.

 

4. Group Project Grading

Fifty (50%) of your grade on this Group Project is based on peer evaluation and the other fifty (50%) is based on the quality of the report itself as determined by the instructor. All members of the group will receive the same grade.

 

5. General Notes

Any disputes within the team including a poor performance by any team member must be discussed with the instructor as soon as it arises. The instructor will arbitrate any dispute.

 

VI.    ACADEMIC HONESTY

 

1. As specified in the University of La Verne CATALOG, “Each student is responsible for performing academic tasks in such a way that honesty is not in question. Unless an exception is specifically defined by an instructor, students are expected to maintain the following standards of integrity:

 

1. All tests, term papers, oral and written assignments, recitations, and all other academic efforts are to be the work of the student presenting the material.

 

1. Any use of wording, ideas, or findings of other persons, writers, or researchers requires the explicit citation of the source; use of the exact wording requires a “quotation” format.

Deliberately supplying material to a student for purposes of plagiarism is also culpable…”  When academic honesty is in question, the following may occur:

1. A faculty member who has clear evidence that academic honesty has been violated may take appropriate disciplinary action. Appropriate disciplinary action may include, but is not limited to, requiring the student to rewrite a paper or retake a test, giving the student an F on the assignment and/or in the course, and/or recommending expulsion. If the action includes giving a course grade of NCR or F and/or a recommendation for expulsion because of academic dishonesty, the faculty member must report the action to the Department Chair and/or Academic Dean (or to the Campus/Program Director for off-campus situations).
2. If a faculty member has reason to suspect academic dishonesty (even after having seen requested additional or revised work when appropriate) and the student denies the allegation, the faculty member may refer the matter to the Provost (through the Campus/Program Director for off-campus situations). Following due process an Academic Judicial Board may be formed to investigate the matter and make a recommendation to the Provost about whether academic honesty has been violated. The Vice President will then take appropriate action which may include, but is not limited to, academic probation, suspension, or expulsion. In this process students may be asked to produce earlier drafts of their work and/or original notes and resources, other samples of writing, or documents deemed appropriate or necessary by the Board.
3. Grades of F or NCR received in courses due to academic dishonesty will be filed with appropriate documentation for future reference in the office of the Provost by the Department Chair, Academic Dean, or Campus/Program Director. Students receiving an F or NCR as a result of academic dishonesty will be sent a letter from the Provost noting that a second offense will result in expulsion.
4. Expulsion for academic dishonesty will be noted on the student’s transcript by the words “Expelled for Academic Dishonesty.”

Please see the section titled RESPONSIBILITIES in the University’s of La Verne 2018-2019 Catalogue.

 

VII.   EXPECTATIONS OF STUDENTS

 

Students will be required to:

• Attend all classes
• Read all assigned material prior to the class
• Complete all assignments by the deadline stated
• Present a case study
• Participate in class discussion (i.e. Blackboard), offer observations from the readings or personal experiences, express different point of view with reading material or comments made on Blackboard
• Prepare the individual term paper and an interview assignment by the deadline, following the approved University of La Verne academic research paper format, and with correct grammar and spelling

 

VIII.  PERFORMANCE REQUIREMENTS AND WEIGHT AS PERCENT OF FINAL GRADE:

 

1. Research Paper ………………………………………………………   33%
2. Group Project and a Summary Report Presentation………………………… 33%
3. Class Participation (including in-class cases and exercises) ……………….  34%

 

Approximate Grade Ranges: A= 94+; A- = 90-93; B+ = 87-89; B = 84-86; B- = 80-83; C+ = 77-79; C = 74-76; and F = below 74.

 

1. DISCLAIMER

 

The professor reserves the right to make correction, changes, and other alterations to the syllabus, course requirements, and other elements contained herein.  Such changes will be communicated to the students either in a regular class session or other appropriate means (e.g., email; Blackboard; etc.). All matters pertaining to student rights and responsibilities as outlined in the University catalog are adopted herein.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1. COURSE SCHEDULE

 

WEEK/DATE           DESCRIPTION

 

1. January 7                 COURSE INTRODUCTION

Introduction to Organizational Behavior (George and Jones-Chapter 1).

Thinking about Organizations (Hall and Tolbert- chapter 1).

Formation of Groups for final project, assignment of individual topics, and presentation time.

 

2. January 14 INDIVIDUALS IN ORGANIZATIONS

Individual Differences: Personality and Ability (George and Jones-Chapter 2).

Work Values, Attitudes, and Moods and Emotions (George and Jones-Chapter 3).

Perception, Attribution, and the Management of Diversity

(George and Jones-Chapter 4).

 

3. January 21 INDIVIDUALS IN ORGANIZATIONS-continued

Learning and Creativity (George and Jones-Chapter 5).

The Nature of Work Motivation (George and Jones-Chapter 6).

Creating a Motivating Work Setting (George and Jones-Chapter 7).

Individual papers due (assigned students only).

 

4. January 28 INDIVIDUALS IN ORGANIZATIONS-continued

Pay, Careers, and Changing Employment Relationships (George and Jones-Chapter 8).

Managing Stress and Work-Life Balance (George and Jones-Chapter 9).

Individual papers due (assigned students only).

 

5. February 4 ORGANIZATIONAL PROCESSES

Organizational Design and Structure (George and Jones-Chapter 16 and Ghazzawi-Blackboard).

Organizational Structure: Key Dimensions and Explanations (Hall and Tolbert-chapters 2 & 3. See also Ghazzawi’s Blackboard).

 

6. February 11 ORGANIZATIONAL PROCESSES-Continued

Managing Organizational Environments: Conceptions (Hall and Tolbert-chapter 8 and Ghazzawi-Blackboard).

Managing Organizational Environments: General Paradigms (Hall and Tolbert-chapter 9 and Ghazzawi-Blackboard).

Individual papers due (assigned students only).

 

 

7. February 18 ORGANIZATIONAL PROCESSES-Continued

Organizational Culture and Ethical Behavior (George and Jones-Chapter 17).

Organizational Change and Development (George and Jones-Chapter 18).

Change (Hall and Tolbert-chapter 10).

Individual papers due (assigned students only).

 

 

8. February 25 GROUP AND TEAM PROCESSES

The Nature of Work Groups and Teams (George and Jones-Chapter 10).

Effective Work Groups and Teams (George and Jones-Chapter 11).

Individual papers due (assigned students only).

Groups # 1 & 2 projects and presentations due.

Group case assignment is due.

 

9. March 4 GROUP AND TEAM PROCESSES-continued

Leaders and Leadership (George and Jones-Chapter 12).

Leadership (Hall and Tolbert-chapter 5).

Power, Politics, Conflict, and Negotiations (George and Jones-Chapter 13).

Power and Power Outcomes (Hall and Tolbert-chapter 4).

Individual papers due (assigned students only).

Group # 3 project and presentation due.

 

10. March 11 GROUP AND TEAM PROCESSES-continued                                                                Communication in Organizations (George and Jones-Chapter 14).

Communication (Hall and Tolbert-chapter 7).

Decision Making and Organizational Learning (George and Jones-

Chapter 15).

Individual papers due (assigned students only).

Group # 4 project and presentation due.

 

1. THE MISSION OF THE University of La Verne

 

Through its academic and co-curricular programs, the University provides rich educational opportunities that relate to both the academic and personal development of its students. For its undergraduates the University offers a challenging general education program, as well as a strong knowledge base in a particular discipline.  Graduate programs at ULV are offered in selected professional disciplines.  These programs are aimed at the practicing professional, and seek to integrate theory and practice.

Philosophically, the University emphasizes four major concerns that affirm a positive and rewarding life for its students.

 

1. A Values Orientation: The University affirms a philosophy of life that actively supports the health of the planet and its people. The University, therefore, encourages students to become reflective about personal, professional, and societal values in the light of this affirmation.
2. Community and Diversity: The University promotes the goal of community within a context of diversity. The University, therefore, encourages students to understand and appreciate the diversity of cultures, which exists locally, nationally, and internationally. It also seeks to promote appreciation of biodiversity by helping students understand the impact/dependence of human beings on their environment.
3. Lifelong Learning: The University commits itself to an approach to education that is lifelong in nature. Therefore, it teaches students how to learn, how to think critically, how to do responsible research, and how to access and integrate information in order to prepare them for career growth and flexibility and continued personal growth.
4. Community Service: The University believes that service is a primary goal of the educated person. The University therefore encourages its students to experience the responsibilities and rewards of serving the human and ecological community.

 

XII.   GRADING POLICY

 

The grading policy for graduate students is based on the assumption that the grade for acceptable and satisfactory performance in graduate study is B (3.0). This implies that graduate students must perform at an above-average level, compared to undergraduate standards, in order to progress satisfactorily in graduate programs. It also implies that C- and D grades are unacceptable in graduate work; therefore, there are no C- or D grades for graduate students.

A/A-                Demonstrates insightful mastery of the subject matter and exceptional quality in written and oral communication.

B+/B/B-          Exhibits professional competence in the subject matter and in all written and oral communication.

C+/C               Completes course assignments and requirements with minimally acceptable proficiency in written and oral communication.

 

XIII.  RECOMMENDED WRITING STANDARDS:

 

The standards for in-class writing (projects, group exercises, tests, in-class drafts) will cover the same essentials as the standards for out-of-class writing, but they will be evaluated more leniently, taking into account pressure of time.

Content: 50%

Completed all parts of assignment

Developed thoughtfully with appropriate support for ideas

Synthesized/evaluated appropriate materials

Original/appropriate approach-clear thesis

Organization: 25%

Logical plan

Appropriate order of ideas

Appropriate beginning and conclusion

Appropriate cohesion/progression of ideas/transitions

Form/Mechanics/Surface: 25%

Correct language control

No grammatical or sentence errors

No spelling/punctuation/capitalization errors

Correct idiom/word usage

Followed assignment format standard is the American Psychological Association (APA) standard.

 

For Assistance, please read: Hacker, D. A Writer’s Reference. Seventh Edition. (Boston, MA: Bedford/ St. Martin’s Prentice Hall, 2010).

 

XIV.  APPENDICES

 

APPENDIX I.

 

Recommended Book Readings

Burton, R. M., DeSanctis, G., & Obel, B. (2006). Organizational design: A step-by-step     approach. Cambridge, UK: Cambridge University Press.

Brown, D.R. & Harvey, D. (2006). An experiential approach to organizational      development (Seventh Edition). Upper Saddle River, NJ: Pearson Prentice Hall.

Daft, R.L. (2004). Organization theory and design (Eighth Edition). Mason, OH:   Thomson South- Western.

Drucker, P.F. (1974) Management, Tasks, Responsibilities, Practices. New York, NY:       Harper & Row, Publishers.

Georg, J. M. & Jones, G. R. (2008). Understanding and managing organizational behavior (Fifth Edition). Upper Saddle River, NJ: Pearson Prentice Hall.

Gordon, J.R. (2002). Organizational Behavior: A diagnostic approach. (Seventh    Edition). Upper Saddle River, NJ: Prentice Hall.

Greenberg, J. & Baron, R.A. (2008). Behavior in organizations (Ninth Edition). Upper     Saddle River, NJ: Pearson Prentice Hall.

Griffin, R. W. (2008). Management (Ninth Edition). Boston, MA: Houghton Mifflin         Company.

Gordon, J. R. (2002). Organizational Behavior (Seventh Edition). Upper Saddle River,     NJ: Pearson Prentice Hall.

Hofestede, G. & Hofestede, G.A. (2005). Cultures and organizations: Software of the       mind. New York, NY: McGraw-Hill.

Hughes, R. L., Ginnett, R. C., & Curphy G. J. (2009). Leadership, Enhancing the Lessons             of Experience. (6^th Edition). Boston, MA: Irwin/ McGraw-Hill.

Jones, G.R. (2007). Organizational theory, design, and change (Fifth Edition). Upper        Saddle River, NJ: Pearson Prentice Hall.

Kreitner, R. & Kinicki, A. (2007). Organizational Behavior (Seventh Edition). Boston,     MA: McGraw –Hill Irwin.

Miles, R., & Snow, C.C. (1978). Organizational strategy, structure, and process. New       York, NY: McGraw-Hill.

O’Connor, B.N.; Bronner, M.; & Delaney, C. (2002) Training organizations (Second         Edition). Cincinnati, OH: South-Western Thomson Learning.

Robbins, S. P. (2005). Organizational Behavior. (Eleventh Edition). Upper Saddle River, NJ: Pearson Prentice Hall.

Robey, D. & Sales, C. (1994). Designing Organizations (Fourth Edition). Upper Saddle    River, NJ: Pearson Prentice Hall.

Scott, W.R. (1998). Oragnizations: Rational, Natural, and Open Systems. Upper Saddle    River, NJ: Prentice Hall, 1998.

Senge, P. (1990). The fifth discipline, the art and practice of the learning organization.      London, UK: Random House.

Shafriz, J.M., & Ott, J.S. (2001). Classics of Organization Theory (5^th Edition).

Orlando, FL: Harcourt Brace College Publishers.

Simon, H. (1960). The New Science of Management Decision. Englewood Cliffs, NJ:       Prentice Hall.

Strenger, R. (2002). Leadership and Organizational Climate. Upper Saddle River, NJ:       Pearson. Prentice Hall.

Wren, D. A. (2005). The History of Management Thought (5^th Edition). Edison, NJ: John Wiley & Sons, Inc. 2005.

Yukl, G. & Lepsinger, R. (2008) Improving performance through flexible leadership. In    Munro, J. H. Round table viewpoints: Organizational leadership (First Edition).           Dubuque, IA: McGraw-Hill Companies, Inc.

 

APPENDIX II.

 

Recommended Practitioner Articles

• Ghazzawi, I. (2018). Organizational Turnaround: A Conceptual Framework and Research Agenda. American Journal of Management Vol. 17(7), 10-24.
• Ghazzawi, I. (2018). Organizational Decline: A Conceptual Framework and Research Agenda.  International Leadership Journal, 10(1), 37–80.
• Yesiltas, M., Tuna, M. & Ghazzawi, I. (2017). Ethical Leadership and ethical climate as the determinants of organizational identification in hotel establishments in Turkey. International Leadership Journal, 9(3), 47-93.
• Tuna, M.; Ghazzawi, I.; Tuna, A.; & Catir, O. (2016) Perceived External Prestige and Organizational Deviance: The Case of Turkey’s Hospitality Industry. Forthcoming in the International Journal of Contemporary Hospitality Management (IJCHM), 28(2), 366-396.
• Ghazzawi, I. and Cook, T. (2015). Organizational Challenges and Failures: A theoretical Framework and a Proposed Model. Journal of Strategic and International Studies. Vol. X (2), 40-62.
• Boehm, R. & Phipps, C. (1996). Flatness forays. When, if ever, should you reorganize around processes? How much functional structure should be left in place? Two companies who got it right: Ford and Kraft. The McKinsey Quarterly, Number 3, pp. 128–143.
• Ghazzawi, I. & Palladini, M. (2014). The Shift from Economic to Social Responsibility: The tale of two arguments “JLERI”, Vol. 17, Iss. 1, PP. 15-36.
• Ghazzawi, I. & Smith Y. (2009). Crafting the Whole Employee: Job Satisfaction, Job Commitment, and Faith-A New Conceptual Framework and Research Agenda. The Business Review, Cambridge. Vol. 12, Num. 2, pp. 300-309.
• Ghazzawi, I. (2008). Antecedents and Consequences of Job Satisfaction: A New

Conceptual Framework. The Business Review, Cambridge. Vol. 11, Num. 2,

December 2008, pp. 1-10.

• Ghazzawi, I. (2008). Job Satisfaction Among IT Professionals in the US: An Empirical Published in the Journal of American Academy of Business, Cambridge. Volume 13, num.1, March 2008, pp. 1-15.
• Ghazzawi, I. (2007). Motivation Through Setting Goals: Lessons Learned from a

Technology Organization. The Journal of the Academy of Business Administration

(ABA), Spring/Fall 2007, Vol. 12, No. 1&2.

• Handy, C. Balancing corporate power: A new federalist paper: How complex modern organizations can achieve unity without uniformity. The McKinsey Quarterly, 1993 Number 3, pp. 159–182.
• Herb, E., Leslie, L. & Price, C. (2001). When the top team isn’t working well, the whole company suffers: How can top teams fix themselves? The McKinsey Quarterly,

No.  2.

• Lawson, E., & Price, (2003).  Companies can transform the attitudes and behavior of         their employees by applying psychological breakthroughs that explain why people think and act as they do. The McKinsey Quarterly, 2003 Number 2 Organization.
• Meen, D. E., & Keough, (1992). Creating the learning organization.  An interview             with Peter M. Senge author of The Fifth Discipline: The Art & Practice of the             Learning Organization.  The McKinsey Quarterly, Number 1, pp. 58-86.
• Shelton, M.J. (2003). An integration manager can help make a merger more Successful, but only if the top team knows how to choose and install one. The McKinsey     Quarterly, 2003 Number 2 Organization.
• Theuerkauf, I., Ernst, D., & Mahini, A. (2001). Think local, organize . . .? New evidence suggests that the most popular routes to global success are not always reliable. The McKinsey Quarterly, 2001 Number 1, pp. 107–114.
• Tuna, M.; Ghazzawi, I.; Tuna, A.; & Catir, O. (2011). Transformational Leadership and Organizational Commitment: The Case of Turkey’s Hospitality Industry. SAM Advanced Management Journal (AMJ), 76 (3), Summer 2011, pp. 10-25.

 

APPENDIX III.

 

Suggested Websites for Current issues in Management

 

• Accenture consulting company:

http://www.accenture.com/xd/xd.asp?it=enweb&xd=index.xml

• McKinsey Company

http://www.mckinsey.com/

 

 

 

 

APPENDIX IV

 

Topics for your Research Paper

1. Motivation & Creating a Motivating Work: Due date January 21, 2019.
2. Job Satisfaction and Organizational Commitment: Due date January 21, 2019.
3. Managing Stress: Due date February 4, 2019.
4. Managing Organizational Environments: Due date February 11, 2019.
5. Organizational Culture: Due date February 11, 2019.
6. Organizational Change and Development: Due date February 18, 2019.
7. Leaders and Leadership in Organizations: Due date February 25, 2019.

 

Contribution/Participation Rubric

Graduate Level Work

	IDEAL [Grade = A]	SATISFACTORY [Grade = B]	UNACCEPTABLE [Grade = C]
BREADTH OF KNOWLEDGE	·    Exhibits thorough knowledge of broad range of course concepts ·    Accurately and effectively employs a wide range of concepts in analysis	·    Demonstrates knowledge of material assigned ·    Employs a variety of concepts in analysis	·    Lacks basic knowledge of key concepts ·    Inaccurately uses terms and concepts ·    Appears to be unfamiliar with assigned materials
DEPTH OF UNDERSTANDING	·    Demonstrates clear, deep understanding of assigned materials ·    Effectively links multiple course concepts ·    Develops strong arguments with clear, well-thought out rationale and good examples ·    Clarifies points others may not understand	·    Demonstrates ability to appropriately and accurately apply course concepts ·    Develops logical arguments employing course materials	·    Lacks ability to apply concepts ·    Argumentation weak, illogical, &/or unsupported
INTEGRATIVE ABILITY / CREATIVITY	·    Effectively synthesizes course material ·    Offers new, creative insights ·    Thoughtfully links course concepts to well-chosen examples and appropriate personal experience	·    Demonstrates understanding of links between concepts ·    Offers cogent comments and insights ·    Effectively uses examples to illustrates points	·    Unable to grasp conceptual connections ·    Comments often irrelevant &/or off-topic ·    Examples cited are unclear or incomplete
REGULARITY OF CONTRIBUTION	·    Consistently contributes to class discussion & development ·    Offers relevant, succinct input ·    Initiates discussion Completes work in advance to allow time for reflection ·    Adheres to format requirements for written work	·    Regularly makes productive contributions ·    Sometimes initiates discussion ·    Completes work in a timely fashion ·    Adheres to format requirements for written work	·    Little or no input unless solicited ·    Often unprepared ·    Does not follow flow of discussion or ideas ·    Submits late, incomplete, &/or careless work ·    Does not adhere to format requirements
ATTITUDE / DEMEANOR	·    Is learning oriented ·    Energizes class and groups ·    Makes productive suggestions ·    Listens actively ·    Leaves air time for others	·    Is learning oriented ·    Contributes to positive group dynamics	·    Disruptive, distracted, &/or impatient ·    Unhelpful or uncooperative with class or groups

 

 

WRITING RUBRIC: ORGANIZATION AND MECHANICS/LANGUAGE

 

4 (Excellent)	Very well organized; main ideas are clear and vivid; effective smooth sequencing. Displays consistent facility with language; variety of sentence structures (simple and complex); sophisticated/precise/clever word choice; appropriate use of idioms; no detectable grammatical or mechanical errors.
3 (Good)	Organized; clearly stated main ideas with only minor problems in cohesiveness; ideas appropriately sequenced. Displays facility with language; competence with most sentence structures; good word choice; occasional minor errors in grammar, mechanics, idiom usage, but meaning is not obscured.
2 (Fair)	Not clearly organized; may wander or lack appropriate transitions, but thought can be followed. Displays competence with simple sentence structure, although may have problems with complex sentences; lacks variety of sentences; occasional errors in grammar, mechanics, word choice or idiom usage, that may occasionally confuse meaning.
1 (Poor)	Disorganized with confusing, disconnected ideas; very difficult to understand analysis. Meaning is seriously or frequently obscured or confused due to major or frequent problems in sentence construction, grammar, mechanics or word choice/idiom usage.