PACIFIC OAKS COLLEGE

H.D. 361 Social and Political Context of Human Development

Joyce L Robinson, MA, MBA, Instructor

Course syllabusSPRING 2015

Class dates:
Days:
Time:
Course Location:
Office Hours:
Phone:
E-Mail:

January 6 to April 14
Tuesdays
7:00 pm to 10:00 pm
Pacific Oaks College
By appointment
626-233-0215 cell
jrobinson@pacificoaks.edu

Course Description

The diverse social and political contexts of our society affect the socialization of the individual
and his/her understanding of human development. This class examines attitudes toward gender,
class, race/ethnicity, disability and sexual orientation, along with the historical contexts within
which specific theories of human development were created. This course will also look at
individual, cultural, institutional and systemic realms of power, entitlement and privilege.
Students are challenged to examine these influences on their own growth and perceptions of
human behavior, to define their personal ethics within the context of contemporary society, and
to search for creative professional responses to inequality and bias. A variety of methods,
including experiential activities, small group discussion, weekly writing, reading, and lectures
are utilized.
Institutional Core Competencies

The curriculum in Human Development, Marital and Family Therapy and the Teacher Education
Programs is organized around 5 areas in which students are expected to be competent. The
competencies are:
Development:
Understanding of developmental theory
Diversity:
Understanding and valuing diversity, including an anti bias approach
Communication:
Ability to communicate with others in a connective way
Research:
Ability to collect, process, and evaluate data through research
Praxis:
Ability to observe, critically reflect, implement theories and empower
others.
Program Learning Outcomes

The primary PLO that this course addresses is Diversity.

The secondary PLOs that this course addresses are Communication and Praxis.
PLO. 1
PLO. 2

Development:
Diversity:

Students comprehend and analyze developmental theories.

Students value diversity, demonstrate commitment to social
justice and are able to analyze the dynamics of institutional and
individual biases and use of power.

PLO. 3

Communication

Students communicate clearly and effectively. They implement

and analyze individual, dyad and group communications for
appropriate audience reception, authenticity, and experience of
empowerment for self and others.

PLO. 4

Research:

PLO. 5

Praxis

Students are able to distinguish between observations and theory

(reality and fantasy, data and inferences/ assumptions) Students
can collect verifiable and reliable data, present their findings,
and link their research with existing literature in the field.
Students implement a philosophy of education integrating
developmental theories, guided by observation and critical
reflection, and analyze these actions, according to results and
impact on other persons (ethics, values, principles and
empowerment.) Students recognize and apply developmentally
and culturally appropriate practice with children and adults.
Praxis experience may involve activities such as practice,
fieldwork, or student teaching.

Student Learning Outcomes

SLO 1

Students will conduct an analysis of systemic and historical power and its impact
upon their development and the development of children, adolescents, adults and
families.

SLO 2

Students will examine their development and the development of others within
multiple identifiers of race, gender, class, sexual orientation, ability, and other
social identifiers, along with their positions and socialization patterns within
systems of privilege and oppression.

SLO 3

Students will analyze their ability to construct dialogue with others, across
backgrounds, experiences and ideas.

SLO 4

Students will develop and apply strategies grounded in social justice and action to
change the operation of inequities.

SLO 5

Students will demonstrate growth in the class, indicated by an improvement in

writing or critical thinking skills, a willingness to take risks and authentically
engage with course material and classmates, or openness to new information and
perspectives.

Pedagogy
The pedagogical style of this course is centered in progressive education and critical pedagogy,
informed by theories from John Dewey, Lev Vygotsky and Paulo Freire. We will be utilizing an
approach of experiential and reflective learning .We are co-learners, co-teachers and coconstructors of knowledge. Traditional lecture is not the instructional style for this course rather
student inquiry into the theories and issues along with small and large group dialogues and
activities, audio/visual presentations, role playing and storytelling form the context in which
instruction and learning happens. In addition to directed information, this course will draw from
diverse life experiences and collaborative learning models.
2

Participation
In a collaborative learning environment, active participation is extremely important. Here are
some ways to increase your participation:
A.
Contribute to the learning process of others. No one else has your exact experiences and
perspectives! All of us have a contribution to offer.
B.
Be involved and contribute to the cohesiveness, creativity, content and community of the
class.
C.
Vary your participation. Do not dominate the discussion, but at times be a talker, a
listener, a creator, a mediator, or a challenger. Look for opportunities to take on new
roles.
D.
You are expected to conduct yourself in a manner compatible with the Colleges function
as an educational institution and be respectful of all contributions, even if you disagree.
Risk taking
A.
Risking involves trust---of yourself and others. Risking also implies that the outcome is
unpredictable. Be open to the elements of risk, trust building processes and growth. The
more you allow yourself to take risks in your participation, the more you will probably
gain from the class.
B.
The course content may often be controversial. Some of our cherished views and
practices may be critically scrutinized and/or challenged. Be open to being open!
C.
All of us are at different developmental stages in our understanding and activity
concerning critical consciousness. We need to be cautious as to how we help others
experience movement. This is a course where everyone needs to feel safe, even when
challenged. Therefore it is important to respect one another's thoughts, ideas, and
feelings, and to listen with an engaged and caring ear. Regardless of our awareness level,
none of us has arrived!
D.
Safety is not the same as being comfortable. Someone disagreeing with you or
challenging your viewpoint does not constitute an unsafe environment!
The way in which instruction and participation is conducted in this course will hopefully serve as
a model for students in their teaching and work with children and adults.
As students enrolled in this class, you are expected to conduct yourselves in a manner compatible
with the College's function as an educational institution. Behavior that is disruptive and/or
interferes with the educational process is disrespectful of the rights of others and is not
acceptable and will not be tolerated.
Course Policies

The following academic policies are applicable to all Pacific Oaks classes. For a complete list of
Academic policies and Students Rights and Responsibilities, please see the current catalog.
Attendance
A.
Our class will meet on Tuesdays for 15 sessions. Arriving on time and staying for the
entire class is required. Please respect each sessions designated schedule and return on
time from breaks.
B.
Regular attendance is crucial. (The faculty on an individual basis will determine any
mitigating circumstances.) Leaving early will count towards absence time. Please call
or e-mail me at jrobinson@pacificoaks.edu if you will not be able to attend class.
3

C.
D.

It is your responsibility to seek out any missed assignments. And remember, being absent
does not exclude you from any assignments that are due!
Please stay on top of your work assignments! Late assignments are not accepted without
PRIOR approval of the instructor. If you become more than 2 assignments behind, you
will receive an Incomplete or No Credit. Any revised assignments must be turned
in by the next to last class session. Discipline yourself and your time wisely.

Technology
Texting and phone calls are NOT ACCEPTABLE during class time. Please turn off or place on
vibrate all electronic devices (i.e. beepers, cell phones) during class session, unless there is an
emergency. (If that is the case, I expect you to notify me at the beginning of class.) Also, you
may not tape class lectures/discussions, without permission. We need to respect the learning
environment, discussions and your privacy.
Academic Honesty/Integrity Statement
It is assumed that by participating in this class that each student agrees to be forthright and
honest in all written and oral communications. Consequences for falsifying information,
plagiarism or other forms of cheating will result in a no credit entry for the course. (That
also means that you will have to re-pay full unit price to re-take the course.)
Students with Disabilities - Any student in this course who has a disability that might prevent
him/her from fully demonstrating his/her abilities should contact the Director of the CARE
center (pmeda@pacificoaks.edu) immediately to discuss disability verification and
accommodations that may be necessary to ensure full class participation and completion of
course requirements.
SmartThinking Online Tutoring: This website support is available free of charge to Pacific
Oaks students. Check ecollege to find the link and specifics about the program. Excellent writing
tutoring resource!
Confidentiality - Classes at Pacific Oaks are interactive, drawing on the rich experiences of
faculty and students alike. Often in the course of these discussions, information of a personal or
potentially damaging nature is shared. It is the expectation of the college that such information
will remain confidential, allowing all to share freely without fear of disclosure outside the
classroom. It is important that we all adhere to standards of confidentiality regarding information
shared by classmates and instructor during class discussions.
Course Reading Requirements

Title
Autobiography of a
Face
Privilege, Power and
Difference
Where We Stand:
Class Matters

Author
Lucy Grealey

ISBN
0060569662

Estimated Price
$14.99

Allan Johnson

0072874899

$29.50

bell hooks

041592913X

$38.95

Selected chapters will be required from:

4

Is the Homosexual My
Neighbor?

Letha D.Scanzoni
Virginia R. Mollenkott

9780060670788

$15.99

Recommended Resource: American Psychological Association (APA) Edition #6 APA format

must be followed in all writing and research assignments.
There will be other articles assigned through out the course.
Course Assignments
TOTAL POSSIBLE POINTS
125 to 135 (depending on the number of in-class reflections)
Points received for each assignment depends on the quality of the work.
A. Reflection papers: You are asked to write four critical reflection and personal response to the
content of the reading material and the class topic, 3-5 pages in length. All papers must follow
APA writing guidelines, including the cover page. Papers should include a minimum of three (3)
references for each. All papers will be assessed based on the writing rubric in Appendix VI.
Papers are due on time, according to the class schedule. Papers may only be submitted one
week after the due date and only with the instructors approval. Late papers will receive
less credit. (20 points each, total 80 points)
Paper #1
Paper #2
Paper #3

Paper #4

Paper #5

Reflection on your personal early experiences and awareness of the social

and political context of human development
(No points and no references required.)
Reflection on gender, special needs and the impact of appearances
Reference:
Autobiography of a Face
In class materials, handouts, articles, personal research
Reflection on the impact of social, economic status/privilege, social justice,
power
Reference:
Privilege, Power, and Difference
Where We Stand: Class Matters
Selected articles, handouts, in class materials, personal research
Reflection on race, ethnicity and institutional systems
Reference
Privilege, Power, and Difference
Where We Stand: Class Matters
Selected articles, handouts, in class materials, personal research
Reflection on homophobia, religion and morality
Reference:
Privilege, Power, and Difference
Is the Homosexual My Neighbor?
Selected articles, handouts in class materials, personal research

B. Current issues: You are asked to present a critical reviews of a current issue involving the
topics of the course from a magazine/newspaper article or radio or television program. Bring the
article and/or radio/TV reference to class for student follow-up. You will not need to write up
your presentation, but you should be able to discuss it in depth. You will need to present your
topic in power point format, according to the schedule set-up at the first class. If you are not able
to present on your designated date, you may arrange to change dates with another student,
subject to the instructors approval. You are required to let the instructor know by e-mail before
5

the class date that you are making the switch in dates. The presentation rubric will be used to
assess your presentation and prepare you for the final presentation (20 points)
C. In-class reflections: There will be 3-5 in-class reflections on videos or activities which you
will respond to by expressing your opinion, learnings, and reaction to the content. Periodically
you will be asked to respond to specific questions. (5 points each)
D. Group advocacy projectpresentation and paper: For the final project, you are asked to
work with one other individual in the class on an advocacy presentation based on a current issue
of social and political context of the 21st century. Your project should involve 1.) historical
research, 2.) a description of the current status of the issue, including your response to racism,
sexism, classism, homophobia, or privilege and, 3.) concrete strategies for change. You may
incorporate any course material, discussions, articles, etc. from the class activities. The
presentation should be 15 to 20 minutes, the paper 8-10 pages, plus any charts, graphs,
bibliography, and appendices, etc. Paper must use APA format. More details later. Project
papers and presentations are due Saturday, April 14, 2014. The paper will be assessed
according to the writing rubric in Appendix VI and the presentation will be assessed by the
presentation rubric in Appendix VII. (20 points for the presentation, 30 points for the paper, 50
points total)
E. Class participation:
As stated in the introductory remarks about the class, class participation is crucial for your
processing of the complex material will be engaged in. Class participation includes active
listening to others, demonstrating preparation for the class, participation in large and small group
discussions, engaging in class activities and completing written reflections on activities or video
presentations. Everyone is expected to be an active participant and contributor to the class
understandings. (3 points per classtotal 45 points.)
Please note: All papers, including rewrites, must be placed in your folder on the last class.
Keep copies of all weekly schedules and your assignments, until you receive your grade. If
any assignment is missing, you will be asked to submit (or re-submit it) in order to
complete the requirements for this course. NO assignments will be accepted after the last
class without instructors approval.
COMPLETION POLICIES

Evaluations:
Narrative Evaluation Grading
Pacific Oaks views goal-setting and evaluation as part of a shared learning process, in which
instructors and students are both actively involved. The narrative evaluation is a written
statement in which the instructor and student have had direct input. Students are required to
complete a critical self-evaluation as part of the assessment process. All class assignments, class
participation, assessment of students development in relation to the Student Learning Outcomes
and areas for growth are considered in the final evaluation. The Student Learning Outcomes
assessment rubric, found in Appendix V, will be used to assess and evaluate student learning in
the class. Both the narrative evaluation and the grade become part of the students transcript. All
course assignments must be completed in order to receive a narrative evaluation. In
addition, you will participate in an electronic course evaluation at the end of the semester where
you will assess the course, content and pedagogy.
6

Letter Grades (A, B, C)

An overall grade for the course is determined based on the narrative evaluation (see above) when
a student has successfully completed all class requirements. Note: a cumulative 2.0 GPA is
requirement to maintain Satisfactory Academic Progress standing at the BA level. See Appendix
III.
Incomplete Grade Policy
An incomplete grade is only available to students who have successfully completed 75%
of the course work required for a particular course. Incomplete grades should be considered
only if an inability to complete is due to extenuating circumstances such as health or other
emergency situations. The incomplete grade may not be used for a student to improve a grade.
Therefore, the grade of I is not to be awarded in place of a failing grade or when the student is
expected to repeat the course; in such a case, a grade other than I must be assigned. Students
should make arrangements with the instructor to discuss the option of an incomplete grade
before the end of the semester/session. If an incomplete grade is granted by the instructor, the
student and the instructor must complete and sign the Incomplete Contract Form to define the
terms and deadline in which the course work must be completed. If the instructor agrees to issue
an incomplete grade, the instructor will submit the completed and agreed upon Incomplete
Contract Form to the Registrars Office by the grading deadline for the semester/session the
incomplete grade is being granted. Grades for incompletes are due no later than the grade
submission date as defined by the 7-week and 15-week grade course schedule. If written work is
required to complete the class, this must be submitted to the class instructor at least one (1)
month prior to the end of the 7 week/ 15 week course following the one in which the Incomplete
is given. In no case may the deadline be extended, however Instructors may set an earlier
deadline if they wish. Students who fail to meet the conditions of the Incomplete Contract will
automatically receive a X grade. The student is responsible for knowing the deadline and
the requirements for course completion.
No Credit
Students will receive a No Credit when they have received an Incomplete and the contract
period has elapsed without successful completion of the contracted work, or, the instructor
determines that an Incomplete is not warranted. A No Credit will be given for failure to meet
the course objectives as defined by the faculty. Criteria could include:
*
Excessive tardiness or absences
*
Lack of appropriate participation in class activities/discussions
*
Continual late submission of written assignments or being more than 2
assignments behind
*
Lack of demonstration of the appropriate level of mastery of course content
*
Non compliance with an Incomplete deadline
*
Inappropriate class behaviors
To receive credit for the class, it will be necessary to register and pay for the class again.
Students should check with their Financial Aid counselor to determine Financial Aid eligibility
for retaking the course.
Once a No Credit is filed it will not be reversed by the instructor--No Exceptions!
Withdrawal
Students will receive a Withdrawal if they drop a course after the add/drop deadline.

APPENDIX I

GETTING STARTED REFERENCES

The course, Social and Political Contexts of Human Development, is a beginning tool for a

myriad of life span issues. Certainly, there are thousands of references on any topic that we
cover but here are just a few to provide you with greater context of the most prominent issues.
1. Adams, M. (2000). Readings for diversity and social justice. New York: Routledge.
2. Alexander, M. & West, C. (2012). The new jim crow: Mass incarceration in the age of
colorblindness. New York: New Press.
3. Anderson, M. & Hill Collins, P. (2001). Race, class and gender. Belmont: Wadsworth
4. Bell, L., Adams & M., Griffen, P. (2007). Teaching for diversity and justice. 2nd ed. New
York: Routledge.
5. Belensky, M. et al. (1986). Womens ways of knowing. New York: Basic Books, Inc.
6. Boyle, G. (2010). Tattoos on the heart: the power of boundless compassion. New Yew:
Free Press.
7. Clausen, J. (1999). Apples and oranges. Boston: Houghton Mifflin
8. Coles, R. (1977). The privileged ones: the well off and rich in America. (Children of
crisis: volume 5). Boston/Toronto: Little, Brown and Co.
9. Commons, J. (1907). Race and immigrants in America. New York: Macmillan.
10. Davis, A. (1990). Women, culture and politics. New York: Vintage Books.
11. Davis, A. (1983). Women, race & class. New York: Vintage Books.
12. Gilligan, C. (1982). In a different voice. Cambridge: Harvard University Press.
13. Goode, J & Maskovsky, J. (2001). The new poverty studies. New York: NYU Press.
14. Hooks, B. (2000). Feminist theory--from margin to center. Cambridge: South End Press.
( and others)
15. Jargowsky, P. (1997). Poverty and place. New York: Russell Sage Foundation.
16. Kantor, M. (1998). Homophobia. Westport: Praeger.
17. Kochman, T. (1981). Black and white styles in conflict. Chicago: University Press.
18. LaFont, S. (2003) Constructing sexualities. Upper Saddle River: Prentice Hall.
19. McNay, L. (2002). Gender and agency. Malden: Polity Press.

20. Monro, S. (2005). Gender politics. London: Pluto.

21. Pharr, S. (1988). Homophobia: a weapon of sexism. Little Rock: Chardon Press.
22. Riley, B.F. (1917). The white mans burden. Birmingham: B.F. Riley.
23. Ryan, W. (1976). Blaming the victim. New York: Vantage Books.
24. Shipler, D. (2004). The working poor: invisible in America. New York: Vintage Books.
25. Smiley, T., West, C. (2012). The rich and the rest of us: a poverty manifesto. New York:
Smiley Books.
26. Vargo, M. (1998). Acts of disclosure. New York: Haworth Press.
27. West, C. (1999). The cornel west reader. New York: Basic Books (and others)
28. West, C. (2005). Democracy matters: Winning the fight against imperialism. New York:
Penguin Group.
29. Wiegman, R. (1995). American anatomies: Theorizing race and gender. Durha, volume
5. Boston/Toronto: Little, Brown and Co.
Newspapers:
Washington Post
New York Times

LA Times
Wall Street Journal

Magazines:
The Atlantic
The New Yorker

Times
The Huffington Post

The Nation
Politico

Radio stations:
KPFK
Television stations & Political Talk Shows:
CNN
CSPAN1
CSPAN2
CSPAN2
KOCE
MSNBC
Channel 50
CNN

Specials
Politics Nation
Rachel Maddow Show Daily
House of Representatives (live)
Senate (live)
Book TV

Check day and time

Daily
MondayFriday
Monday-Friday
Saturday, Sunday

American Experience
Tuesday
Frontline
Tuesday
Melissa Harris Perry
Saturday & Sunday
The McLaughlin Group Saturday
Your Money
Saturday

Channel 2
Face the Nation
Sunday
Channel 4
Meet the Press
Sunday
Channel 7
This Week with George Stephanopoulos Sunday 8:00 am
Your local station for City Council meetings and School Board meetings

3:00 pm to 4:00 pm
6:00 pm to 7:00pm
all day
all day
begins at 5:00 am and
continues till Monday
8:00 pm
10:00 pm
7:00-9:00am
6:30 pm
10:00am (repeated on
Sunday at 12 noon)
8:30 am
8:00 am

I encourage you to recommend additional media resources which will add to our information and
discussion throughout the course.
9

APPENDIX II Building a Learning Community:

The experience we have as a class takes place in the context of a learning community. Building a
learning community is essential to the learning process at Pacific Oaks College and it is an
integral part of progressive education. It is within a learning community that democracy evolves;
democracy that is both transformative and participatory.
Dialogue is essential to the development of our learning community. Dialogue involves
sharing our story and listening to our peers. Listening involves three important steps:
(1) Humility: If I am humble while listening I listen from the point of view that I am very likely
missing something and my understanding is incomplete and the categories that I listen with as
well as those I attribute to the speaker are probably faulty,
(2) Caution: If I am cautious when listening I move slowly, taking care not to report every
thought that comes to my mind. I engage carefully so that I am not denying or dismissing the
validity of the speakers point of view
(3) Reciprocity: I intentionally privilege the speakers vantage point and listen knowing that the
speaker understands better than I do his or her social position, emotions, beliefs, and
interpretations. (Parker, 2006, p.16).
Within this community we are all learners, and as learners we all have a responsibility. Our
responsibility in this process is two-fold:
(1) to examine our own learning process as it reflects our personal growth as a learner
(2) to examine our learning process as part of a community of learners and the ways in
which it speaks to our personal growth and the growth of the learning community as a
whole.
To this end it is important as learners to consider the following as part of our individual
responsibility within this community of learners:
o Ask questions and contribute to discussions
o Be an active listener
o Critically reflect on your process and course content
o Take risks
o Speak from your experience
o Be willing to explore your life experiences and your development
o Be willing to experience disequilibrium and commit to getting through it
o Be willing to learn from others and perhaps change what you have learned
o Use what you are learning--practice
o Be prepared for class; complete assignments on time
Reflect upon each one of these statements and where you see yourself in each. Commit to
working on the areas that you see as challenges for your continued growth and learning. As you
embrace these challenges, seeking to grow in them and learning from them, you will indeed add
much value to our learning community. With each persons commitment, together we can build a
democratic learning community that is transformative and which speaks to all of us as learners.

10

APPENDIX III GRADE POINT CLASSIFICATION CHART

Academic Evaluation
Pacific Oaks views goal-setting and evaluation as part of a shared learning process in which instructors and students
are both actively involved. For this reason, Pacific Oaks issues narrative grades and letter grades. Primary evaluation
is by written statement in which the instructor and student have had direct input. These written narrative evaluations
become part of the students transcript along with the letter grade. Evaluations often include information in response
to the following questions:
1.
2.
3.
4.
5.

Did the student engage intellectually with the class material?

Was the student skilled in written communication?
How did the student participate in the dialogue process and in class discussions?
What is the students ability to implement the class material in the students own classroom or job?
Did the student demonstrate appropriate levels of competence?

All academic work in courses, seminars, independent studies, and practicum/internship is evaluated by the instructor
and is noted on the students transcript. Instructors award one of the following grades:
GRADE
A
B
C
D
X
P
NP
CR
NC
WP

POINTS
4.00
3.00
2.00
1.00
0.00
0.00
0.00
0.00
0.00
0.00

UNDERGRADUATE DESCRIPTION
Excellent
Very Good
Satisfactory or Average
Below Expectations
Unacceptable No Undergraduate Credit
Pass (not calculated into GPA)
No Pass (not calculated into GPA)
Credit
No Credit
Work In Progress
Withdrawal:
Available after add/drop period and
through:
Ground and Hybrid classes

GRADUATE DESCRIPTION
Excellent
Satisfactory
Below Expectations
Not Applicable for Graduate Program
Unacceptable No Graduate Credit
Pass (not calculated into GPA)
No Pass (not calculated into GPA)
Credit
No Credit
Work In Progress
Withdrawal:
Available after add/drop period and through:
Ground and Hybrid classes

Intensives classes (one week courses) the

Intensives classes (one week courses) the
fourth day of class
fourth day of class
W*

0.00
Weekday and weekend classes (full
semester courses) the Friday before the
last two weeks of classes
Online classes

0.00

Weekday and weekend classes (full semester

courses) the Friday before the last two
weeks of classes
Online classes

Session I and II classes (seven and a half

Session I and II classes (seven and a half
week courses ) the Tuesday beginning the
week courses ) the Tuesday beginning the
last week of classes
last week of classes
Incomplete
Incomplete

11

* Withdrawals are not accepted after the final withdrawal deadline stated in the academic calendar. Please see the
academic calendar for specific withdraw deadline dates: Campus Based Programs / Online Programs

APPENDIX IV

Credit Hour Definition

A credit hour for a lecture or seminar course represents 15 hours of instructional activity
(e.g., classroom instruction, engagement with web-based instructional materials) based
upon a 50-minute hour toward achieving specified student learning outcomes. For
distance education courses, the 15 hours of instructional activity may include
synchronous or asynchronous lectures or webinars, interactive tutorials, and online
discussions. On-ground lecture or seminar classes may be scheduled for 15 or more
hours per credit hour to include break times when class sessions are scheduled for longer
than one 50-minute hour. A credit hour also assumes an additional 30 hours of
homework, studying, and/or research.
A credit hour for practicum, fieldwork, or internship coursework represents 45 hours of
applied practice and weekly seminar/supervision.

12

APPENDIX V

SLO
SLO 1
Students will
conduct an
analysis of
systemic and
historical power
and its impact
upon their
development and
the development
of children,
adolescents,
adults and
families.

SLO 2
Students will
examine their
development and
the development
of others within
multiple
identifiers of
race, gender,
class, sexual
orientation,
ability, and other
social identifiers;
along with their
positions and
socialization
patterns within
systems of
privilege and
oppression.

SLO 3
Students will
analyze their
ability to
construct
dialogue with
others: across

STUDENT LEARNING OUTCOMES (SLO)

ASSESSMENT/GRADING RUBIC

Insufficient

Minimal

Sufficient

Skilled

Advanced

Student did not

meet the
requirements for
completing this
course.

Student does not

understand how
systemic and
institutional
power operates
and its impact
upon their
development and
the development
of children,
adolescents,
adults, and
families.

Student is
beginning to
recognize how
systemic and
institutional power
operates and its
impact upon their
development and
the development
of children,
adolescents, adults
and families.

Student
demonstrated
clear knowledge
of how systemic
and institutional
power operates
and its impact on
their
development and
the development
of children,
adolescents,
adults and
families.

Student
thoroughly
analyzed and
demonstrated a
sophisticated
knowledge of
systemic and
institutional
power and its
impact on tier
development
and the
development on
children,
adolescents,
adults and
families.

Student did not

meet the
requirements for
passing this
course.

Student is
unable/unwilling
to understand
their
development
regarding race,
gender, class,
sexual
orientation,
ability and other
social identifiers,
as well as
socialization
patterns within
systems of
privilege and
oppression.
Student could not
recognize the
development of
others.

Student is
beginning to
understand their
development
regarding race,
gender, class,
sexual orientation,
ability and other
social identifiers,
as well as
socialization
patterns within
systems of
privilege and
oppression, as
well as the
development of
others.

Student has a
good
understanding of
their
development
regarding race,
gender, class,
sexual
orientation,
ability and other
social identifiers,
as well as
socialization
patterns within
systems of
privilege and
oppression and
the development
of others

Student has
clarity and
critical
understanding of
their
development
regarding, race,
gender, class,
sexual
orientation,
ability and other
social
identifiers, as
well as
socialization
patterns within
systems of
privilege and
oppression and
the development
of others.

Student did not

meet the
requirements for
passing this
course.

Student is
unable/unwilling
to understand the
importance of
analyzing/constru
cting dialogue

Student is
beginning to
understand how to
analyze/construct
dialogue with
others, across

Student has a
good
understanding of
how to construct
dialogue with
others: across

Student has
thorough and
critical
understanding
and experience
in constructing

13

backgrounds,
experiences and
ideas.

SLO 4
Students will
develop and
apply strategies
grounded in
social justice and
action to change
the operation of
inequities.

SLO 5
Students will
demonstrate
growth in the
class, indicated
by an
improvement in
writing or critical
thinking skills, a
willingness to
take risks and
authentically
engage with
course material
and classmates,
or openness to
new information
and perspectives.

with others:
across
backgrounds,
experiences and
ideas.

backgrounds,
experiences and
ideas.

backgrounds,
experiences and
ideas.

dialogue with
others: across
backgrounds,
experiences and
ideas.

Student did not

meet the
requirements for
passing this
course.

Student does not

understand how
to develop and
apply strategies
grounded in
social justice and
action to change
the operation of
inequities.

Student has started

to gain
understanding to
develop strategies
grounded in social
justice and action
to change the
operation of
inequities.

Student has
developed plans
to apply
strategies
grounded in
social justice and
action to change
the operation of
inequities

Student has
constructed and
applied
important
strategies
grounded in
social justice
and action to
impact and
change
operation of
inequities.

Student did not

meet the
requirements for
passing this
course.

Student did not

exhibit continual
growth in writing,
or critical thinking
skills; a
willingness to take
risks; engagement
with course
content,
relationships with
classmates or
openness to new
perspectives.

Student is
beginning to show
growth in their
writing and critical
thinking skills; a
willingness to take
risks; engagements
with the course
content;
relationships with
classmates and
openness to new
ideas.

Student has
shown growth in
their writing and
critical thinking
skills;
receptivity to
risk taking;
engagement with
the course
content;
congenial
relationships
with classmates
and openness to
new ideas.

Student has
demonstrated
continual and
important
growth in their
writing and
critical thinking
skills; and
appreciation for
risk taking;
authentic
engagement
with course
content and
classmates; and
openness to
new ideas.

14

APPENDIX VI

WRITING ASSESSMENT RUBRIC

Length of paper
Sources

4-5 pages
Assigned readings, 3 or 4
additional references
from handouts, student
presentations, in class
lectures/presentations
student resources

3-4 pages
Assigned readings, 2 or
3 additional references
from handouts, student
presentations or class
lectures/presentations

2-3 pages
Assigned readings,
additional references
including at least 1
handout

Writing
component

Excellent

Competent

Developing

Organization

This is characterized by a
strong beginning, middle
and end. Writing
includes clear transitions
and closure. Reader is
drawn in because interest
in the topic is promoted.
Information is logically
presented.

Beginning, middle and

end is clear. Some
transitions and closure.
Reader may have to
infer some of the
sequences, though most
of it is present. Interest
in the topic is not
strongly supported,
reader is not particularly
engaged

Convention

Consistent agreement
between parts of speech,
no mechanical errors in
punctuation,
capitalization, etc.
Paragraphs a good length
with ideas developed. Is
enjoyable for the reader
Voice is individual and
strong. Can recognize
individuality of the
reader. The writer seems
deeply committed to the
topic, there is
engagement, originality,
excitement and
conviction in the writing,
unique point of view
Sentences are
consistently of a variety

Correct agreement
between parts of speech,
few mechanical errors.
Is easy for the reader to
review.

Reader has difficulty

following train of thought
as writer jumps around.
Limited/weak introduction
and conclusion; lacks
details, reason for
sequence and order is not
readily apparent or is
confusing. If transitions
exist, they are simplistic or
redundant. Reader is
required to infer much of
the structure. Writing is
brief
Parts of speech
inconsistently aligned,
many mechanical errors,
too many ideas per
paragraph. Reader is
distracted by the errors

Voice

Sentence Fluency

Voices apparent most of

the time, shows promise
yet is still sometimes
restrained, there is a
commitment to the topic,
writing is expressive,
strong point of view

Little individuality, voice

comes and goes, writer is
not engaged, there is
restrain in the writing

Uses simple and

compound and complex

Many run-on sentences

and fragments, mainly

15

of lengths and structures.

Sentences are smooth
and easy to read

sentence frequently,
sentences flow.
Sentences start in a
variety of ways
A variety of words
makes the writing
interesting, specific
Student is confident in
expressing ideas and
demonstrates a strong
grasp of the subject
matter. Adequate
details, purposeful.

Word
Choice/Vocabulary

Effective and engaging,

creative, clear, accurate

Content

Students work shows

full grasp of the content
which is communicated
clearly and concisely.
Writing contains
enriching details.
Writing is focused

Reasoning

Substantial, logical and

concrete development of
ideas. Assumptions are
made explicit. Details
are germane, original.

Offers solid but less

original reasoning.
Assumptions are not
always recognized or
made explicit. Contains
some appropriate details
or examples

References (if
applicable)

Work contains accurate

citations, extensive
number of sources,
credible, relevant, current
and varied. Uses sources
to support, extend, and
inform, but not as a
substitute for own
development of ideas
No errors

Most citations are

correctly done, adequate
sources, needs more
variety of sources, and
more current. Doesnt
overuse quotes. Uses
sources to support,
extend and inform

Editing

Very few errors

simple sentences.
Sentences are choppy
Some words are trite,
inaccurate and vague
Student has limited grasp
of information, and is not
confident about ideas
communicated. Students
ability to communicate
ideas weak. Length is not
adequate for development
of ideas.
The reader is left with
questions
Offers somewhat obvious
support that may be too
broad. Details are too
general, ideas are
simplistic, undeveloped,
inappropriate or off-topic
generalizations, faulty
assumptions, errors of fact
Few to no citations,
inconsistently cited, if at
all. Relies on non
academic sources, or
overuse of quotations, not
clear if everything is being
acknowledged,
inconsistently referenced
Minimal evidence of
proofreading, many sloppy
errors, no spell check

Material adapted from Barbara Walvoord Winthrop, the University of Virginia Community College System,
University Of Washington
Student Friendly Writing Rubric; Morongo Unified School District
Rubric for a Narrative Writing Piece; Writing Assessment Rubric

16

APPENDIX VII

PRESENTATION RUBRICS

SOCIAL & POLITICAL CONTEXT OF HUMAN DEVELOPMENT

CURRENT ISSUES/Group project PRESENTATION

Criteria
1

Organization

Content
Knowledge

Mechanics

Delivery

Audience cannot
Students present Students present
understand presentation
information in information in
Audience has
because there is no difficulty following logical sequence logical, interesting
sequence of
presentation because which audience can sequence which
information.
follow.
audience can
student jumps
follow.
around.
Students do not have
Students are at ease Students
Students are
grasp of information;
with content, but demonstrate full
uncomfortable with
student cannot answer
fails to elaborate. knowledge (more
information and is
questions about subject.
than required) with
able to answer only
explanations and
rudimentary
elaboration.
questions.
Students used no
visuals.

Visuals

Points

Students
occasionally used
visuals that rarely
support text and
presentation.

Visuals related to Students used

text and
visuals to reinforce
presentation. screen text and
presentation.

Presentation had four or Presentation had Presentation has no

Presentation has no
more spelling errors three misspellings
more than two
misspellings or
and/or grammatical and/or grammatical misspellings and/or
grammatical errors.
errors.
errors.
grammatical errors.
Students mumble, Students incorrectly Students voices
Students used a
incorrectly pronounce pronounces terms. are clear. Students
clear voice and
terms, and speak too Audience members pronounce most
correct, precise
quietly for students in have difficulty
words correctly.
pronunciation of
the back of class to hearing presentation. Maintain some eye
terms. Good eye
hear.
Eye contact
contract with
contact and
inconsistently
audience, but refer
engagement with
maintain, often refer often to slides or
the class.
to notes or slides
notes

Total---->

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Comments:
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