HUM 4013: Capstone Project/Portfolio I

Fall 2001

 

Time: MW 2-3:15 p.m.

Location: BH 201

Faculty: Dr. Dial-Driver

Office Hours: See BH 201A

Office: BH 201A

Phone/VoiceMail: (918) 343-7747

 

E-Mail: edial-driver@rsu.edu

 

Course Description (RSU Catalog)

HUM 4013 Capstone Project/Portfolio I

The Capstone Project/Portfolio is an original, specialized project, integrating the student's cumulative academic experiences. Preparation for the Senior Project begins in the junior year with consultation with advisers. Prerequisite: senior status.

Course Prerequisites: senior status

Course Introduction

The Capstone/Portfolio course is a two-semester sequence for seniors. Capstone/Portfolio I is the first half of the sequence. In this course you will begin developing the senior project that is the culmination of the Bachelor of Arts in Liberal Arts. The senior project should be interdisciplinary and should be of the nature of a portfolio, reflecting a substantial body of work gathered over the four years of your educational experience and include at least one original work of substance created during the capstone year. Part of the portfolio will also be a statement of philosophy, purpose, direction, and emphasis for your work. The portfolio must also be "presented," by publication on the RSU Web pages and orally, either on video or live. The first "half" of the work will be done during the first semester Capstone/Portfolio I course, and the final work and presentation of the work will be done during the second semester Capstone/Portfolio II course.

 

Textbooks and Resources

Dial-Driver, Emily. Guide to College Writing. Dallas: McGraw-Hill,1999.

Harnack, Andrew, and Eugene Kleppinger. Online! A Reference Guide to Using Internet Sources. Boston: Bedford/St. Martinís, 2000.

Library Materials

Materials relating to this course, including the textbooks, are on reserve in Thunderbird Library.

 

 

Teaching Methods and Evaluation Instruments

You will be graded on your portfolio and on your statement of research or creative philosophy. You will also be graded on the steps to the production of the portfolio and the statement of philosophy.

 

Learning Objectives

Learning Objectives

In accordance with the Rogers State University mission and the mission of the Department of Communications and Fine Arts, this course leads to the following outcomes:

    1. Capstone/Portfolio I is designed for those students aspiring to the Bachelor of Arts in Liberal Arts degree.
    2. Capstone/Portfolio I is designed to build and display effective communication skills and creative and critical thinking in an atmosphere of academic freedom which encourages interaction in a positive academic climate.
    3. This course is designed to create opportunities for cultural, intellectual, and personal enrichment for students.

 

 

 

 

Student Outcomes

 

The student should be able to demonstrate ability toó

 

  1. collect a body of work from the four-year educational experience
  2. create a substantial, interdisciplinary, original work in the senior year in the studentís area of interest with the same theme as the remainder of the portfolio
  3. analyze his/her own work and produce a statement of the philosophy and purpose of the work
  4. use research techniques to find information and incorporate that research in documents and other artifacts
  5. use visual and supplemental materials to produce artifacts in his/her field
  6. produce documents that reveal critical thinking skills.

 

By the end of the semester students will have

Assessment Tool

Student Outcome Measured

Objective Measured

collected works from the four-year education

1

1, 2, 3

created an original work in the same theme as the portfolio

2

1, 2, 3

written a researched statement of philosophy and purpose

1, 2, 3, 4, 5, 6

1, 2, 3

used supplemental materials in the statement

3, 4, 5, 6

1, 2, 3

produced critical thinking documents

3, 4, 5, 6

1, 2, 3

 

Mid-Level (Class Assessment): Students will be assessed on the steps to producing the portfolio and the artistís/researcherís statement.

 

Exit Assessment: Students will be assessed on the steps to producing the portfolio and the artistís/researcherís statement. Students will be assessed on the final portfolio and the final artistís/researcherís statement at the end of the second course in capstone/portfolio work.

Standards of Achievement

All student work will be held to the following academic criteria:

Accuracy of information

Organization and clarity of thoughts

Depth of critical thinking and observation

Satisfaction of defined requirements (deadlines, etc.)

Acceptable writing mechanics

Fidelity of work (no plagiarism, cheating, etc.)

Evidence of creative or innovative thinking

Effective cooperative learning

Grade Composition

Grades will be based on the following:

Assignment

Lesson Due

Points per Assignment

Totals

  1. collected body of work from first three years of program
  2. preliminary proposal
  3. preliminary ideas
  4. preliminary bibliography (10 entries)

Lesson 5

10 points each

40 points

  1. proposal abstract with bibliography
  2. artistís statement draft 1, with working ideas, exhibition ideas, and preliminary bibliography (15 entries)

Lesson 8

 

15 points each

30 points

final draft of proposal

Lesson 12

30 points

30 points

1. preliminary portfolio, including

  1. body of work
  2. second to last draft of at least one original work of substance which reveals unity of educational experience
  1. artistís statement with
  1. research and
  2. bibliography draft

Lesson 15

25 points each

100 points

discussions, 10* (if youíre there the day the points are awarded, theyíre yours!)

various

5 points each

50 points

   

TOTAL

200 points

 

Activity

Points

Criteria

  1. collected body of work from first three years of program
  2. preliminary proposal
  3. preliminary ideas
  4. preliminary bibliography (10 entries)

10 pts. each

Submitted in accordance with instructions

Mechanics

Content

  1. proposal abstract with bibliography
  2. artistís statement draft 1, with working ideas, exhibition ideas, and preliminary bibliography (15 entries)

15 pts. each

 

Submitted in accordance with instructions

Mechanics

Content

final draft of proposal

30 pts.

Submitted in accordance with instructions

Mechanics

Content

Organization

Format

Documentation

  1. preliminary portfolio, including
  1. body of work
  2. second to last draft of at least one original work of substance which reveals unity of educational experience
  1. artistís/researcherís statement with
  1. research and
  2. bibliography draft

25 pts. each

Submitted in accordance with instructions

Mechanics

Content

Organization

Format

Documentation

 

Activity Types

The capstone project includes a substantial body of work gathered over the four years of the bachelorís degree program. It will include at least one original work of substance. The purpose of this work is to reveal the unity of educational experience, not only of the first three years of the program but of the last year of the program in which you will take the two capstone courses and the Seminar in Humanities. Your collection may include creative pieces in graphics, sculpture, painting, drawing, fiction, poetry, essay, play, novel, etc., and/or researched pieces from any class. The original capstone work should be created during the capstone year and will include a paper, both researched and reflective. The capstone project will begin with a proposal, your purpose in the portfolio, your working ideas about the portfolio, your ideas about your original work, your ideas about the researcherís artistís statement, a preliminary bibliography, and your initial ideas about presentation possibilities. The proposal will become the basis for the paper, the researcherís/artistís statement. The paper should reflect the process and philosophy related to the portfolio and discuss the meaning and philosophy behind the works in the portfolio and the totality of the portfolio. The paper should be documented. It will be a researcherís and/or artistís statement of artistic reasoning and philosophy (documented) and interdisciplinary emphasis. The portfolio and statement must be presented. The presentation might be by means of a video production or by a series of speeches. The series of speeches might be in the form of recruiting speeches or in the form of a debate, etc. The presentation might be (probably will be) published on the Web. The presentation may include a show.

It is possible to do a group/collaborative creative effort for the original work for the portfolio. (The remainder of the portfolio must include individual efforts. The statement must also be individual work.) The collaborative effort would be the original work of substance. Since this work should reveal the unity of educational experience created during the entire degree program, including the capstone year, each member of the collaboration must have documented contributions. Collaboration groups must include three members or less per group and must receive permission from the Capstone/Portfolio instructor and from the membersí mentor(s): the group effort, group members, and group project must be approved. Some collaborative groups might do such projects as produce CD/video games, create and produce a live play or video play, etc.

In Capstone I, the professor will grade most of your work, in consultation with your mentor. In Capstone II, the professor will grade some of your work in consultation with your mentor. However, some of your work will be graded by a committee, the CFA Capstone/Portfolio Committee, a Department of Communications and Fine Arts committee composed of members of the department from various disciplines.

Each step of the process must go through not only the instructor of this class but also your mentor. This means that deadlines are absolutely strict. Please make sure you check each step with your mentor before submitting it to the class. If you do not know who your mentor is, please check with the member(s) of the department with whom you would like to work to negotiate mentorship.

Please do not wait until the last minute to do assignments because you will run out of time. This is very important.

This class is a valuable one for the future; in order for it to be most valuable to you, itís necessary for you to do a certain amount of writing and a great deal of work. That may not be your idea of the best way to have a life, but it is useful!

 

Minimum Requirements

Each step in the process has minimum requirements. The initial abstract for the proposal must be 1-3 pages. The proposal should be 3-5 pages of text and a bibliography. The artistís/researcherís statement draft should be 10-15 pages of text and a Works Cited list. A visual portfolio must include at least ten pieces with a unifying theme. A textual portfolio must include at least ten pieces with a unifying theme. An oral portfolio must include at least ten pieces/performances with a unifying theme. Combination portfolios must follow the same guidelines. The original work required in the Capstone/Portfolio class(es) must reflect the unifying theme and the artistís/researcherís philosophy.

The portfolio will contain all of the following:

Portfolio

Minimum Requirements

Abstract

1-3 pages of text, plus preliminary bibliography

Proposal

3-5 pages of text, plus Works Cited

Artistís/Researcherís Statement

10-15 pages of text, plus a Works Cited list

Portfolio Collection

10 pieces with a unifying theme

Original Capstone Work

original work reflecting unifying theme and artistís/researcherís philosophy

 

Grading Scale and Academic Profiles

The Communications and Fine Arts Division has adopted a standard grading scale:

90-100% A

80- 89% B

70-79% C

60-69% D

59% and below

Grade

Descriptor

Description

A

Excellent

Students receiving an "A" can be considered to have exhibited extraordinary effort in class and scholarship exceeding the expectations of the instructor and to have exhibited most or all of the following: to have participated regularly (not missed discussions) and on time; to have participated fully in discussions, revealing personal initiative in both; to have used well-supported and well-structured logical arguments in writing; to have revealed a grasp of mechanics that prevents errors; to have revealed depth of critical thought and observation; to have exhibited timeliness in turning in assignments; to have revealed strong interest in intellectual, cultural, and personal growth by reading and discussing assigned material; to have revealed growth in understanding of personal artistic/research philosophy; to have shown consistent improvement in academics.

B

Above Average

Students receiving a "B" can be considered to have exhibited above-average effort in class, revealing noticeable improvement in academics, and showing accurate and complete scholarship. The student will have exhibited most or all of the following: have participated regularly (not missed more than one threaded discussion, etc.) and on time; have participated honestly and solidly in class discussion; have used supported and structured logical arguments in writing; have revealed a grasp of mechanics that prevents many errors; have revealed critical thought and observation; have exhibited a moderate grasp of timeliness in turning in assignments; have revealed interest in intellectual, cultural, and personal growth by reading and discussing assigned material; to have revealed above-average growth in understanding of personal artistic/research philosophy.

C

Average

Students receiving a "C" can be considered to have exhibited average effort in class, performing satisfactorily but not above average, with some self-direction, and have shown signs of academic progress, meeting assignment parameters accurately. The student will have exhibited most or all of the following: participated regularly (not missed more than two discussions, etc.) and on time; participated willingly in class discussion; have used supported and structured arguments in writing; have revealed an average grasp of mechanics that prevents most errors; have revealed average critical thought and observation; have exhibited a moderate grasp of timeliness in turning in assignments; have revealed average interest in intellectual, cultural, and personal growth by reading and discussing assigned material; to have revealed average growth in understanding of personal artistic/research philosophy.

D

Below Average

Students receiving a "D" can be considered to have exhibited some effort in class, but not enough to show fully engagement with the subject and with the course material, showing little or no initiative and academic improvement, and not meeting the scholarship requirements of assignments. The student will have exhibited most or all of the following: have participated somewhat in class discussion; have participated in all but three discussions, etc. and usually on time; have used some structured and supported arguments in writing; have revealed a sub-standard grasp of mechanics that prevents only some errors; have revealed below average critical thought and observation; have exhibited some grasp of timeliness in turning in assignments; have revealed below average interest in intellectual, cultural, and personal growth by reading and discussing assigned material; have not met the scholarship requirements of assignments; have not shown initiative; have not revealed academic improvement; to have not revealed growth in understanding of personal artistic/research philosophy.

F

Unsatisfactory

Students receiving an "F" can be considered to have exhibited little or no desire to pass the course. This will usually involve poor participation (missed more than the equivalent of four discussions) and little or no effort to attempt improvement as well as scholarship deficiencies and lack of effort to complete assignments.

Sample Documents

The Guide to College Writing includes essays and other documents in an appendix. Some examples are also included in the body of the chapters. Other document examples are included in Online! Class instructor and mentor may have examples of student portfolios.

 

Communication Protocol

Please make sure that you keep a copy of anything submitted.

Deadlines are important. Make sure the submissions reach my office by the deadline.

Please make sure that you communicate regularly with your mentor. Make sure you use the mentor/student check sheet so you can keep up with the assignments.

 

Capstone/Portfolio I and II

You have another semester ahead of you of Capstone/Portfolio II. As you are looking ahead to that semester, you should know that you will be submitting the final portfolio, including the original work and artistís/researcherís statement, to your mentor and to the instructor of Capstone/Portfolio II by the mid-term of the semester. By three-quarters into the term you should be submitting all additions, emendations, and corrections to your instructor and mentor. Before the week of finals, you should have completed the final presentation of your work and projects to the class and to the committee (and possibly to the public) and have had a class discussion of your portfolio with statement and presentation and a committee critique on the portfolio with statement and on the presentation.

The graded items in Capstone/Portfolio I have included the abstract; the proposal; the body of work; the beginning of the principle, cumulative, original, unifying work; and the first draft of the artistic/research statement with research and bibliography. In addition, some of the steps, such as drafts, leading to the production of these items may have been graded.

The graded items in Capstone/Portfolio II will include the total portfolio. In the portfolio will be the collected works and the principle, original, cumulative, unifying work. Also in the portfolio will be the statement of principle and philosophy that will accompany and support the original work and the body of work in the remainder of the portfolio. The other major graded efforts will be the presentation of the work to the class, to the committee and possibly to the public. Some of the steps, such as drafts, leading to the production of these items may be graded as well.

 

Communications and Fine Arts Policy on Plagiarism

Plagiarism is a form of academic dishonesty. Plagiarism is representing someone else's ideas or work as your own. To avoid plagiarism, when you use someone else's data, arguments, designs, words, ideas, project, etc., you must make it clear that the work originated with someone else by citing the source. Please review the Student Code of Responsibilities and Conduct published by Rogers State University for a full discussion of "Code of Academic Conduct" and plagiarism penalties.

* NOTE: The contents of Web sites listed are not certified by Rogers State University and/or the instructor and the information may not be accurate. The sites may contain information, presentation, perceptions, and/or attitudes that are not the views of Rogers State University and/or the instructor. In addition, sites and information on sites are subject to change and/or deletion without warning. You should also know that neither Rogers State University nor the instructor of this course intends that you violate the copyright of the web page by downloading the page in its entirety or by using the information in any way that will infringe on the copyright of the person or entity which posted the page.

 

Attendance Policy

If you are not in class, you cannot participate in the discussions of your work and of the work of others. You need to attend! Since one of the class requirements is participation, please understand that your grade will be affected by lack of participation.

Due dates will apply. You will be penalized by 10% per day for late work.

 

Extra Credit and Late Work

No extra credit will be offered.

Late work will lose 10% per day. No late work will be accepted more than two weeks after the initial submission date.

Please make sure that you keep a copy of anything submitted.

Deadlines are important. Make sure the submissions reach my office by the deadline.

 

Expectations

Failure to comply with these requests will be seen as denoting lack of respect for the class, the instructor, and your classmates.

 

Rogers State University ADA Statement

If you have special physical, psychiatric, or learning disabilities, please let me know immediately so that your learning needs may be appropriately met. You will need to provide documentation to the office of Student Relations, Prep. Hall 110.

 

Computer Writing Labs

Computers are available in the University Preparatory Academy, Thunderbird Library, and Student Support Services. Computers may also be available in BH 205.

 

Closure Statement

The schedule and procedures in this course are subject to change in the event of extenuating circumstances.

 

Flow Chart of Assignments in Capstone/Portfolio I and II

 

Capstone/Portfolio I

Preliminary Proposal (Ideas)

Į

Abstract (Final Draft)

Į

Final Proposal for Original Work and Artistís/Researcherís Statement

Į

Preliminary Portfolio with Draft of Original Work and Artistís/Researcherís Statement

Į

 

Capstone/Portfolio II

Į

Final Portfolio Containing Original Work and Artistís/Researcherís Statement

Į

Corrections/Emendations/Revisions as Suggested by Mentor/Instructor

Į

Possible Presentation(s) for Public

Į

Presentation(s) for Committee and Class

Į

Peer Discussion of Portfolio, Statement, and Presentation(s)

Į

Committee Critique of Portfolio and Presentation

 

 

An Open Letter to Students

 

Attending college is analogous to being employed. Success on the job is achieved only with hard work and effort. This is also true of college.

Your employer expects you to be on the job every day, on time, and prepared to work. You are allowed only a specific number of sick days each year after which your pay is "docked." This is also true in classes. Regular and prompt attendance/participation is essential.

Meetings are an essential part of the workplace culture, and everyone is expected to attend regularly and to contribute to the discussion. If you miss an excessive number of meetings and/or do not share information, your employment success is in jeopardy. The same holds true for this class. You are not only expected to attend all of our on-line "meetings," but you are expected to contribute to the discussion. This requires that you come prepared to discuss the assigned material. Failure to do so will put your success in jeopardy.

Your employer requires you to submit all reports on time. Failure to do so will endanger your employerís business and your success. The same is true for this class. All "reports" (papers, etc.) are due at the scheduled time (see syllabus). If, for a justified reason, you will not be able to meet the time schedule, you must notify me, just as you would contact your employer if you needed an extension. However, as in the workplace, such extensions do not come without a cost. Extensions result in a decrease in your "salary" (grade).

Performance reviews occur periodically in the workplace, and your employer determines the degree of your success during these reviews. Such is the case in this class. The "performance reviews" for this class are papers and other assignments. These reviews require you to show not only your knowledge of the material, but also your ability to use this knowledge. Your "pay" (grade) depends on the quality of your performance.

If you attend class regularly, participate in class discussions, and submit all materials, well prepared and in a timely fashion, you have the potential to excel in this class. I am looking forward to working with you and to learning with you. I am always available if you need assistance.

Good luck! Good writing!

 

adapted, with permission, from Bremer, Joyce C. "The Responsible Student." Innovation Abstracts 20.17 (4 Sep. 1998): 1.

 

Now that you have read the syllabus and are familiar with the class and its requirements, you should fill out and submit the student contract.

"

Student Contract for Capstone/Portfolio I

 

Read each statement carefully, sign, and submit this contract. This contract must be on file for you to remain enrolled in the class.

I have read and understood the guidelines and requirements in the syllabus.

I understand that this class is for three hours college credit; this implies three hours of "class meeting." Even though I may not be required to be in "attendance" for that three hours, I understand I have a three-hour participation commitment.

I understand that each hour of college credit usually requires two or more hours per week study time outside of class. I understand that means I have a reading/study/research/writing commitment of six or more hours per week outside the three-hour participation requirement.

I understand that participation is required. I understand that part of that participation involves peer review of my papers and/or projects and my review of other student papers and/or projects.

I understand that this class involves deadlines.

I understand literary/academic/periodical/Internet selections for this class may contain controversial or "offensive" material; this is the nature of some works.

Name: ___________________________

Date: ___________________________

Signature: ____________________________