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CUYAMACA COLLEGE
CD 115 Changing American Family
3 hours lecture, 3 units Online
Dr. Kathryn Kotowski
Child Development Department
[email protected]
CD 115 Syllabus Spring, 2015
A 3 unit course taught exclusively online, with online
orientation completed the first week of the semester
On-line orientation must be completed during the first week. Information will be
available in the Week 1 Assignments. Assignments, lectures, notes, presentations,
discussion, quizzes, activities will all be delivered online. All assignments must be
submitted online as a Word document.
Required Textbook
Cherlin, A. (2012). Public and Private Families (7th ed.). McGraw-Hill Publishing
(please note: you do not need the reader or the workbook for this text). Yes you can
use an older edition, but be aware that the information may not be exactly the same.
Ehrenriech, B. (2001). Nickel and dimed: On (not) getting by in America.
Metropolitan Books. Or you may choose another novel related to contemporary
family life (with prior approval from the instructor).
Student Learning Objectives
By the end of the semester, the student should be able to:
1. Compare, contrast, and examine the family in historical perspective to today’s
families—both public and private.
2. Analyze the effects of ethnicity, class and social policy on the family.
3. Recognize and describe how changing demographics and role expectations may
affect family forms.
4. Describe and discuss different paths to family formation including sexuality, love
and marriage.
5. Recognize and examine the effects of power and conflict on families in relation to
work, domestic violence, divorce and remarriage.
6. Formulate a personal conceptual framework of growth and development of families
throughout the family life cycle.
7. Review current research in the area of family life.
8. Analyze future trends for the family.
Prerequisites/Technology Requirements
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Students must have the ability to submit written assignments as either a Microsoft
Word document (doc.) or Rich Text Format (.rtf).
Students must have basic computer skills (word processing, e-mail, sending
attachments, web browsing).
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To participate in this class, students need a reliable internet connection and access
to a working computer. There are several available on campus. See current course
bulletin
This course is taught using the “Blackboard” course management system. Please
bookmark our course web site: http://bb.gcccd.edu
Campus Help Desk (for online students) (619) 660-4395
Grading and Assignments
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Participation: reading, responding to the discussion topics, and posting at least 2
meaningful responses to other students’ postings. Your response is worth 8 points;
your responses to other students are worth an additional 2 points for a total of 10
points per week (occasionally there may be an extra point added here if you choose
to post prior to the Friday due date).
(15 discussion topics X 10 points = 150 points)
Completion of weekly 10 point quizzes that cover the reading assignments/and or
learning activities. (150 points)
Book report/summary or the book Nickel and Dimed: On (not) getting by in America
Ehrenriech, B. (2001). (50 points)
3 Learning Activities (3 activities X 70 points – 210 points)
Final Exam – will cover concepts from the entire semester
(40 points)
Total possible = 600 points
Note: specific information will be available in the Assignments section on the
course menu when required. The instructor reserves the right to make
changes to this syllabus during the semester.
Grading Scale
A =100-90%
B = 89-80%
C = 79-70%
D = 69-60%
F = 59-0%
600-540 points
539-480 points
479-420 points
419-360 points
359-0 points
Due Dates, Make-ups and Incompletes
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Assignments turned in after the due date will not be accepted without prior approval
from the teacher, with a compelling reason for the late submission.
Quizzes will not be available after the due date…there are no make-ups for quizzes.
An incomplete grade is given only when there is an emergency near the end of the
semester.
Assignments are due by 8:59 pm Monday, PST for each week (i.e. First week
assignment is due by 8:59 pm, the 2nd Monday of class, PST.) The official week
for this class goes Monday through Monday, so there is a one day overlap each
week. For example, the first week goes from Monday, January 26th through
Monday, February 2nd.
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Participation and Grading Criteria
You will need to respond to each week's topic with something that can be supported
from the readings or from your personal experiences; your responses must be
meaningful and relevant to the discussion. "Good point" or “Couldn’t have said it
better myself” are not acceptable responses.
Discussion questions will be evaluated using a rubric emphasizing quality of
analysis, comparison, content, and connection with supporting material, Responses
should be well written (yes, spelling counts) and clearly address the issues being
discussed.
Attendance
Weekly postings on the Discussion Board in Blackboard’s website is expected and
counted as attendance in this class. Missed discussion postings and missed
quizzes are the same as absences. Students not participating in the course during
the first week of class will be dropped to make room for students on the waitlist.
Students who become inactive during the remainder of the semester may be
dropped from the course without warning if there has been no activity for a period of
7 days or more. Activity in the course includes participation in the discussion board,
email communication, turning in assignments, taking quizzes, completing activities
and completing the Learn Smart component of the course. Students missing 2 or
more consecutive assignments and or discussion boards without communicating
with the instructor may be dropped from this course without warning. Logging in to
the course website does not count as participating.
Your full participation on a weekly basis is not only a requirement; it is an essential
aspect of the online course process. All students are expected to do the work
assigned, notify the instructor when emergencies arise, and make up any missing
assignments before the cutoff date.
Course Communication
Post general question to the Blackboard (Bb) online discussion board. There is a
message feature in Blackboard which I strongly encourage you to use so that I can
immediately identify you as a CD 115 student, or you may send e-mail to
[email protected]. I will check email several times during the week
(Monday through Friday). When I log on to our class I always check this message
area prior to anything else so that I can respond to any student questions posted
there.
Course Accommodations
Students with disabilities who may need accommodations in this class should notify
me and contact Disabled Students Programs and Services (DSPS) early in the
semester so that reasonable accommodations may be implemented as soon as
possible. See www.cuyamaca.net/eops/dsps.asp for contact information.
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Pass/No Pass
If you are taking this class for your major or a certificate please do not take it for
Pass/No Pass. You need to have grades of “C” or better in all the classes that are in
your major. Classes with Pass/No Pass will not count towards your major, a
certificate of achievement, or a certificate of specialization.
Class Policies
1. Class work and projects will be graded on content as well as presentation. This
includes grammar, spelling, and mechanics. Your written work should reflect college
level skills.
2. All work submitted is required to be the student’s original work. Cuyamaca College’s
academic expectations as outlined in your class schedule and catalog will be
enforced.
3. Late work will not be accepted without prior approval from the instructor.
Academic Integrity
When presenting research from the Web for this course, please be aware that
utilizing content without acknowledging the source is unethical and unacceptable in
this class. In any such case, the student will receive a zero on the assignment; the
information will be submitted to the dean of the department, the dean of this
division, as well as the dean of student discipline and may be subject to disciplinary
action as described in the Cuyamaca College catalog. Any content that is not your
own, must be cited and credit given to the author. Remember changing a few words
or rearranging the word order does not make the work your own. When in doubt;
cite, cite, cite!
Important dates
January 26
February 6
February 27
March 20
March 23-27
April 24
May 26-27
June 4
Class Begins
Last Day to Add or Drop
Last Day to Apply for P/NP
Last Day to Apply for spring 2015 degree
Easter Break
Last day to drop semester length classes
Final Exam
Commencement
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CD 115 Course Overview Changing American Family
Additional Information about this online class
This class is designed as an overview of the contemporary American Family with
emphasis on changes in form, functions, and expectations. The history of the family, both
public and private, will be considered and examined in relation to the effects of class,
ethnicity and social policy. The effects on the family of common life events experienced by
individuals and family members will be covered including sexuality, mate selection,
marriage, childbearing, the working family, divorce, domestic violence and aging. The
future of the family including implications for the individual and society will by discussed.
Office hours
I strongly encourage you to contact me using the message system within our course so I
can quickly identify you as a CD 115 student, or you may send an email to
[email protected] make sure that to include the course number in the subject line
and your registered name in the email. I check email daily.
The textbooks may be ordered and mailed to you by requesting them on-line from the
college bookstore at:
http://www.bkstore.com/cuyamaca/
There are many other web sites selling textbooks including:
www.amazon.com
www.campusi.com
www.campusbooks.com
Course Requirements
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Read a chapter each week
Log on at least 3 to 4 times each week – to participate in discussions, take quiz, and
complete weekly assignments or to check announcements.
Fifteen Quizzes—including the orientation quiz
Final exam
One book report/analysis of the book Nickel and dimed: On (not) getting by in
America.
Three additional activities designed to stimulate thoughtful application of class
materials
The course syllabus is available online on our Blackboard page, just click on syllabus and
save to your hard drive or print out a copy.
This course adheres to the policies outlined in the Cuyamaca College catalogue.
For further information, see Academic policies stated in the catalogue.
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Course Schedule
Week
1/26
Week 1
2/2
Week 2
2/9
Week 3
*Lincoln’s b-day
2/13
*Washington b-day
2/16
2/16
Week 4
2/23
Week 5
3/2
Week 6
3/9
Week 7
3/16
Week 8
3/30
Week 9
4/6
Week 10
4/13
Week 11
4/20
Week 12
4/27
Week 13
5/4
Week 14
5/11
Week 15
5/18
Week 16
May 26-27
*Memorial Day
5/25
Topic
Due
Post an introduction to
yourself under Profiles on
the discussion board &
begin reading chapter 1
Public and Private Families
Chapter 1
Get to know each other by
reading & responding to a few
profile postings of others in
the class.
Discussion 1 and Quiz 1 from
chapter 1
History of the Family
Chapter 2
Discussion 2 and Quiz 2 from
chapter 2
Gender and Families
Chapter 3
Discussion 3 and Quiz 3 from
chapter 3
Social Class and Families
Chapter 4
Discussion 4 and Quiz 4 from
ch. 4 Activity 1 Due
Race, Ethnicity, and
Families Chapter 5
Discussion 5 and Quiz 5 from
chapter 5
Sexuality and Love
Chapter 6
Discussion 6 and Quiz 6 from
chapter 6
Cohabitation and Marriage
Chapter 7
Discussion 7 and Quiz 7 from
chapter 7 Activity 2 MS Due
Work and Families
Chapter 8
Discussion 8 and Quiz 8 from
chapter 8 and
Children and Parents
Chapter 9
Discussion 9 and Quiz 9 from
ch. 9
**Domestic Violence
Chapter 11(Please note out
of order chapter!)
The Elderly and Their
Families Chapter 10
Discussion 11 and Quiz 11
from chapter 11
Activity 3 DV Due
Discussion 10 and Quiz 10
from ch. 10
Divorce
Chapter 12
Discussion 12 and Quiz 12
from chapter 12
Remarriage and
Stepfamilies
Chapter 13
The Family, the State, and
Social Policy Ch. 14
Discussion 13 and Quiz 13
from chapter 13
Study for the final
Study for the final
Comprehensive Final
Final Exam
(40 points)
Discussion 14 and Quiz 14
from ch. 14 Activity 4 FT Due
Attention: The instructor reserves the right to alter the topics and dates on the syllabus to fit the flow of the
class.
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Assignment Guide CD 115 Spring 2015
Each week is listed here with the major requirements listed for the week. These assignments need to
be completed by Monday at 8:59 pm. For example the first week begins on Monday 1/26 therefore,
all of week one’s assignments are to be submitted by Monday 2/2 at the latest, some requirements
have earlier due dates, like discussion postings & the 2 discussion responses to peers which are due
by Friday of each week.
Remember Quizzes and Assignments are due on Monday nights and Discussions/ peer responses
are due by Friday nights before 8:59 pm PST.
Week 1:
1/26-2/2
 Check for announcements—do this each time you log on to Blackboard (Bb)
 Complete Bb Orientation Tasks, email me when completed.
 Post your response, then on different days of the week you will respond to your peers
 Begin chapter 1—Introduction
 Quiz 1 Due by 2/16 (you have 3 weeks for this quiz)
 Respond to other students’ discussion post, this week that will be responding to the
Week 1 prompt (you will do this every week). Due by Friday.
Week 2:
2/2-2/9
 Read chapter 1—Public and Private Families
 Take Quiz 1 (if you didn’t do this last week, it is due by the end of week 3)
 Participate in weekly discussion, start a new discussion thread. Respond to other
students’ discussion postings. Make sure to post on different days for them to count.
 Begin or continue reading book for Activity1– due in 2 weeks
Week 3:
2/9-2/16
 Read chapter 2—History of the Family
 Take Quiz 2 (quiz 1 and quiz 2 due by the end of this week)
 Participate in weekly discussion—your response and 2 peer responses posted on 3
different days due by Friday for full credit
Week 4:
2/16-2/23
 Read chapter 3—Gender and Families
 Take Quiz 3-from now on, only 1 week per quiz; due by 2/23
 Participate in weekly discussion—your response and 2 peer responses posted on 3
different days due by Friday for full credit
 Begin interviewing couples for your survey
 Learning Activity 1 Due Next Week – week 5
Week 5:
2/23-3/2
 Read chapter 4—Social Class and Families
 Participate in weekly discussion—your response and 2 peer responses posted on 3
different days due by Friday for full credit
 Take Quiz 4
 DUE –Learning Activity 1
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Week 6:
3/2-3/9
 Read chapter 5— Race: Ethnicity and Families
 Participate in weekly discussion—your response and 2 peer responses posted on 3
different days due by Friday for full credit
 Take Quiz 5
 Cohabitation/Marriage Survey – Due week 8
Week 7:
3/9-3/16
 Read chapter 6— Sexuality and Love
 Participate in weekly discussion—your response and 2 peer responses posted on 3
different days due by Friday for full credit
 Take quiz 6
 Begin collecting data for your family ancestor/family tree project. Look online, join
a free 30 day ancestor search website if you want, it’s a good place to start if you
need help. Do an internet search on your family name, look for your family crest, the
meaning of your family name, famous people with the same name…could they be
related? Due week 15.
Week 8:
3/16-3/23
 Read chapter 7—Cohabitation and Marriage
 Participate in weekly discussion—your response and 2 peer responses posted on 3
different days due by Friday for full credit
 Take quiz 7
 DUE –LEARNING ACTIVITY 2 COHABITATION/MARRIAGE SURVEY
Week 9:
3/30-4/6
 Read chapter 8— Work and Families
 Participate in weekly discussion—your response and 2 peer responses posted on 3
different days due by Friday for full credit
 Take quiz 8
 Work on Domestic Violence Activity
Week 10
4/6-4/13
 Read chapter 9— Children and Parents
 Participate in weekly discussion—your response and 2 peer responses posted on 3
different days due by Friday for full credit
 Take quiz 9
 Domestic Violence Activity - Due week 11
Week 11:
4/13-4/20 Please note that this week’s chapter is out of order!
 Read chapter 11—Domestic Violence
 Participate in weekly discussion—your response and 2 peer responses posted on 3
different days due by Friday for full credit
 Take quiz 11
 DUE –LEARNING ACTIVITY 3 DOMESTIC VIOLENCE (DV)
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Week 12
4/20-4/27 Please note that this week’s chapter is out of order!
 Read chapter 10— The Elderly and Their Families
 Participate in weekly discussion—your response and 2 peer responses posted on 3
different days due by Friday for full credit
 Take quiz 10
 Call family members to collect information for your Family Ancestors Activity
Week 13:
4/27-5/4
 Read chapter 12—Divorce
 Participate in weekly discussion—your response and 2 peer responses posted on 3
different days due by Friday for full credit
 Take quiz 12
 Work on Family Ancestors/Family Tree Activity
Week 14:
5/4-5/11
 Read chapter 13—Remarriage and Stepfamilies
 Participate in weekly discussion—your response and 2 peer responses posted on 3
different days due by Friday for full credit
 Take quiz 13
 Family Ancestors Learning Activity - Due week 15
Week 15:
5/11-5/18
 Read chapter 14—The Family, The State, and Social Policy
 Participate in weekly discussion—your response and 2 peer responses posted on 3
different days due by Friday for full credit
 Take quiz 14
 DUE –LEARNING ACTIVITY 4FAMILY ANCESTORS/FAMILY TREE (FT)
Week 16:
5/18-5/25
 Study for the final
 Participate in weekly discussion—your response and 2 peer responses posted on 3
different days due by Friday for full credit
 No quiz this week!
 Review and study for final exam next week
FINAL EXAMINATIONS WEEK 5/27-5/28
 FINAL EXAM (can be found at the bottom of the quiz section of the course) 2-3
questions from previous chapters/quizzes. It is all review.
Keep up with the reading and assignments. Don’t fall behind, please be sure to ask questions and
clarify concerns with me.
The instructor reserves the right to make changes to this schedule as needed.
*Almost all assignments must be submitted through Safe Assign. Safe Assign does not accept late papers. Make
sure that you allow plenty of time to get your assignments in. Do not wait until the last minute.
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Learning Activity 1—Due Week 5
Nickel and dimed: On (not) getting by in America
Here are some personal reflection questions to get you started. The book report should be no more
than 2-3 pages in length and include narrative responses to some of these questions. Please include
information from our text (with page references) along with your personal experiences or
reflections.
1. Were your perceptions of blue-collar Americans reinforced or changed by “Nickeled and
Dimed”? Have your notions of poverty and prosperity changed since reading the book?
What about your own treatment of waiters, maids, and sales-people?
2. Ehrenreich concluded that had her working life been spent in a Wal-Mart—like
environment, she would have emerged a different person-meaner, pettier, “Barb” instead of
“Barbara.” How would your personality change if you were placed in working conditions
very different from the ones you are in now?
3. The workers in “Nickeled and Dimed” receive almost no benefits—no overtime pay, no
retirement funds, and no health benefits. Is this fair? Do you think an increase in salary
would redress the lack of benefits, or is this a completely separate problem? Explain.
4. Many of Ehrenreich’s colleagues relied heavily on family for housing and help with childcare, by sharing appliances and dividing up the cooking, shopping, and cleaning. Do you
think Americans make excessive demands on the family unit rather than calling for the
government or the church to help those in need?
5. “Nickeled and Dimed” takes place in 1998-2000, a time of unprecedented prosperity in
America. Do you think Ehrenreich’s experience would be different during the 1950s? In
today’s economy? How so? Explain.
6. Compare and contrast your personal experiences in the workplace with those of Ehrenreich.
Consider your relationship with management and peers, the work environment, and your
ability to make financial ends meet.
7. Do you think this was an accurate portrayal of American workers in blue-collar jobs? Why
or why not?
*If you have chosen a book other than Nickeled and
Dimed in America (with prior approval), then please
write a 2-3 page reflection/summary of the book
addressing a few of these questions as they apply. Please
include information from our text (with page references)
along with your reflection/summary.
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Learning Activity 2—Due Week 8
Cohabiting or Married Couples Survey (MS)
Please conduct a short, nonscientific survey of your friends who are cohabiting or married. After collecting
your information, please compare and contrast the couples you interviewed. This is a very effective way to
understand the concept, even if you are cohabitating or married yourself. You may see a vast difference in
the responses of older couples vs. younger couples. If possible try to interview couples who represent
different racial-ethnic groups. Did you find a cultural difference?
After you have interviewed 4-6 couples, compile your information into an essay. You do not need to include
all of the specific interview answers, just make general observations such as: “Of the 6 couples I interviewed
4 were married and 2 were cohabiting. Of the cohabiting couples only 1 had told their parents about their
living arrangements. The remaining couple had no intention of informing their parents and had gone to
elaborate lengths to cover up or conceal this information. They were concerned about the reaction of their
parents and didn’t want to upset them. This couple told me they had been together for 5 years and keeping
the information secret was sometimes difficult during the holidays and added some stress to their
relationship.”
Your paper should be roughly13-14 paragraphs. Including an introductory paragraph, a paragraph reporting
the responses to each question (that’s 13 paragraphs right there!), and a concluding paragraph.
Cohabiting or Married Couples Survey
1. At what age did you first begin to live with a partner in whom you were interested
romantically? Or at what age did you get married? Is this your 1st marriage?
2. How long have you been in your current cohabiting/married relationship?
3. Respondent’s sex:
4. Do your parents know of your current cohabiting relationship or of one before you got
married?
5. Do your parents approve of your living with someone? Do your parents approve of
your spouse?
6. Do you have children from this or a previous relationship and/or marriage?
7. Do you ever feel pressured to get married? If yes, by whom?
8. Who supports your relationship the most?
9. What is the primary reason that you are living with someone or got married?
10. What is the best aspect of living together or of being married? The worst?
11. Would you do this again?
12. Would you prefer that your children grow up and get married or cohabit?
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Learning Activity 3—Due Week 11
Domestic Violence (DV)
Please write a short (one-page) essay on two of the three following subjects: (1) domestic violence,
(2) child abuse, and (3) date rape. At the end of each essay write a paragraph discussing what you
think should be done to prevent this type of violence from further occurring.
At the end of this assignment you will have a two page paper covering two of these topics.
Learning Activity 4—Due Week 15
Family Ancestors/Family Tree Activity (FT)
For this activity I would like you to do some family research into the origins of your family. Trace
your ancestors’ dates of marriage, number of children, dates of death or divorce, and remarriages.
Interview various family members about when your family came to the United States, why they
came, how life was at the beginning, what hardships they faced, and what traditions have been
passed down from generation to generation. Go back as far as you can. What differences in levels of
education, occupation, marriage ages, birthrates, divorce, and any other “family events” do you see?
Is there a pattern of education, transportation, food habits, and so forth for other generations of your
family? How do previous generations compare to the current one in your family? This activity takes
some time and some effort on your part; it is never too early to start on this project. Every family
has a history worth preserving; begin by calling, emailing, writing, or looking online for relatives.
Here are links to a couple of family tree charts to get you started. You may use one of these or
choose one of your own.
http://www.vertex42.com/ExcelTemplates/family-tree-template.html
http://www.obituarieshelp.org/downloads/five_generation_pedigree_trees_chart.pdf
http://www.obituarieshelp.org/downloads/five_generation_pedigree_trees_landscape_template.pdf
http://www.obituarieshelp.org/downloads/four_generation_landscape_pedigree_trees.pdf
http://www.genealogybeginner.com
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Cuyamaca College Guidelines for Academic Standards
Or How to be Successful in This Course!
ATTENDANCE: You are expected to log into the class at least 3 times a week to check
announcements, post your discussion, respond to your peers, take quizzes, and submit assignments.
This course requires the same number of hours online as a regular face to face class. If the class
meets 3 hours per week on campus, expect to spend at least 3 hours per week online working on this
course. An online course does not mean fewer hours or less work than a face to face course. You
must participate regularly and “show up” to pass this course.
ABSENCE: Missed discussion postings and missed quizzes are the same as absences. If you have
not logged into the class or participated for 2 weeks without contacting the instructor this may result
in being dropped from the course. Late assignments will not be able to be made up without
appropriate documentation. Excessive absence may not only affect your grade but it may result in
you being dropped from the class.
ASSIGNMENTS: Ask questions early if you are unclear about anything! All assignments need to
include name(s), course title, date, title of the assignment, and reflect quality, college-level work
that is original, in APA format. Proofread and edit all assignments for spelling, grammar, sentence
structure, and punctuation. We have an on-campus Writing Lab where you can make an
appointment to go over the editing with a tutor. All students must demonstrate knowledge, skills,
and competencies that document earning credit or a passing grade in each Child Development
course taken at Cuyamaca College. You are responsible for keeping a copy of your work until the
end of the semester. Grades will be posted on Blackboard. You are responsible for checking your
grades and contacting me if you haven’t received a grade on a submitted assignment or if there is a
discrepancy. Please realize even one missed assignment can significantly affect your final grade
point accumulation.
REQUIRED COURSE MATERIALS INCLUDE: Text, access to a computer, and computer
knowledge.
SPECIAL NEEDS: Please inform instructor of any needed special accommodations in the first two
weeks of class or if you are working with Disabled Students Programs and Services (DSPS).
TUTORING: Cuyamaca College offers free, no units, Supervised Tutoring services (660-4306) as
additional support for class success: http://www.cuyamaca.edu/tutoring/new_site/default.asp
PLAGIARISM AND CHEATING: Any violation of the integrity of your personal work may
result in sanctions up to suspension or expulsion from the class or college. Do not turn in the same
written work as another student. Having another student or family member completing your
assignments is cheating. Doing a cut and paste from the internet to complete a written assignment is
cheating. Work that appears not original or completed cooperatively will be returned without a
grade. Cheating on exams is not acceptable and not indicative of the ethics required to work
effectively with young children. You may be suspended from the class for cheating. Students are
responsible for awareness, understanding, and implementation of the Cuyamaca College’s
Academic Policies and Procedures, page 28 of the College Catalog 2011 – 2012:
http://www.cuyamaca.edu/cc/pdf/catalog11-12/027-037_Academic.pdf
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TITLE 5: The California Education Code contains information related to the standards to be
maintained in Community College classes. Included in these standards are those related to
coursework, grading, and writing. The following is paraphrased:
1. For each lecture hour, a student can expect to spend two to three hours outside of class
working on class-related materials and assignments.
2. A satisfactory grade for a course is C. This indicates competent performance in a class. Just
coming to class does not ensure a C grade. To earn a B grade, your work must be very well
done. An A grade indicates work that is exemplary and truly outstanding.
3. Your grade reflects quality of content and presentation (neatness, organization, spelling, and
typing). The expected standard reflects college-level work that would be accepted as such at
any other college or in any other course at Cuyamaca College.
4. Each college course is required to include opportunities for writing well-developed essays or
papers. The writing must encourage critical thinking skills.
IMPORTANT NOTES ON ALL ASSIGNMENTS (Including discussion board
postings):
Please note: All observations, reports, extra credit, and papers will be graded on the mechanics of
writing (neatness, organization, spelling, etc.) as well as the content (depth, clarity, accuracy, and
demonstration of critical thinking skills). Please include a title page with your submitted papers.
You must give credit to the source of the information as you include and/or refer to it in your
written report. You may do this by including the author and page of the source in parentheses
immediately following the information. Source must be cited for both direct quotes and paraphrased
information. DO NOT TAKE CREDIT FOR SOMETHING YOU DID NOT WRITE. Do not
include material taken directly from the internet. A “cut and paste” report does not reflect college
level writing. You must synthesize and summarize your findings, not copy or repeat what someone
else wrote. Please ask me if this is unclear. Your grade will be affected if you plagiarize and in
some cases, work will be returned without a grade.
MORE ON REFERENCES:
Your assignments in this class will require a title page and reference section that needs to be cited
correctly. Please use APA format, an example is listed below. If you use sources from the internet
the sites you use must end in ‘.org’ or ‘.edu’. Be sure to cite the full required information, plus the
last date that the website was updated, the organization that supports the website, and a link to it.
You may also use first person interviews, media materials, and speakers/workshops as sources. Be
sure to provide the same information as for the other resources, including the speaker’s name, title,
date, and location of the presentation/workshop, and the sponsoring organization.
A book citation looks like this:
Author, (Date Published). Title. (Edition if any) City, State published in: Publisher. For this class
please note pages used in the reference even if there is not a quote used.
Barbour, C., Barbour, N. H., & Scully, P. A., (2011). Families, schools, and communities: Building
partnerships for educating children. (5th ed.). Upper Saddle River, New Jersey: Pearson. (Pg.44).
This course adheres to the policies outlined in the Cuyamaca College catalogue. For further information,
see Academic policies stated in the catalogue.
15
The Meaning of Grades
In fairness for the students enrolled in the Child Development Department, this description of the meaning
of letter grades has been written. This document will clarify what each of the letter grades for written assignments
represent. These grade descriptions will be used by faculty members in the Child Development Department in order
to make expectations consistent. Faculty members are individuals and slight differences in interpretation are
bound to occur, however, this document will hopefully make the academic expectations clearer and consistent,
leading to the high levels of achievement expected for our students in the department.
Assignment must reflect college-level work. Spelling, grammar, and the use of the assigned format will be
assessed. Assignments will reflect the grade the student earns and the quality of the assignment, NOT the amount
of time it took to complete the assignment, nor the effort put in to the assignment. Both of these variables cannot
be accurately evaluated. What can be evaluated is the final product turned in by the student.
Papers may be scanned by a computer program by some instructors to detect plagiarism. Plagiarism
includes using any part of a document found in a book, or an article, copying another person’s paper, or copying
information directly from the Internet without properly citing the source. If a student is found to have committed
plagiarism, that student will be dropped from the class. Campus policy regarding plagiarism includes the possibility
of expulsion from the college.
A papers: will demonstrate excellence, be innovative and extensive, adding personal insights and going well
beyond the minimum requirements. An A paper is a model paper that could be used as a sample for other students.
A papers represent the top 10% of the class, and in a small class there may be only a very few A-level papers, or
perhaps none. These papers are the best of the best. A papers stand out for the depth and breadth of the material
included. A papers are elegantly written, insightful and demonstrate the ability to communicate extremely well on
paper, with correct usage of the English language. The presentation of the paper, or the appearance of the A paper,
will be exceptionally neat, organized and professional. Excellent, commendable, outstanding work
B papers: will also go beyond the minimum requirements. B papers may have a few minor errors or omissions but
not of significance. With a little attention to detail, and grammar, a B paper could become and A paper. B papers
demonstrate added insights and work that goes beyond the minimum requirements, but does not quite meet the
standard of an A paper. B papers may demonstrate some writing deficiencies, but these will be minor. B papers will
have a very good appearance and organization and look much more professional than the basic C paper. Very good
work
C papers: will add all the elements required in the instructions to the assignment. These papers will be basic
documents that do not add anything new in terms of insight. The C paper is an average paper that simply meets the
requirements of the assignment. A C paper is an acceptable grade, considered the average grade in the class.
Papers will appear neat and will follow the format. Often most of the papers will fall in the C category. Satisfactory
work
D papers: will have significant errors or omissions in content. The D paper may not follow or include all the required
elements of the assignment. D papers have significant problems with written communication. D papers are not
neat, nor organized, but do contain at least the majority of the required content. D papers are understandable yet
have serious problems with content, organization, and/or English writing skills. Unsatisfactory work. Student is in
danger of failing the course if this level of work continues.
F paper: the paper is impossible to understand, either due to the writing level or poor content. The F paper will not
be given any points and will be returned to the student with recommendations. Student may need to access the
Tutoring services, the Writing Lab or enroll in ESL classes. F papers are an indicator that the student is very unlikely
to pass the course
Grades reflect an assessment of the quality of the work that is as objective as possible and do not reflect the
instructor’s opinion, level of respect, or feelings about an individual student.