Coral Course Outline - Evaluation Criteria - Writing Emphasis
- Improve on-line technology skills (e.g., video conferencing, discussion board use, chatroom use, file manager use) and apply them to the collaborative process.
- Learn about the nature of group processes (e.g., Tuckman's developmental stages, group member roles, who-to-whom charting,). This added knowledge will be directed towards enhancing understanding of the management of group processes in applied settings.
- Learn to write an introductory collaborative team assignment & understanding the writing process.
- Learn to write an applied literature review collaboratively.
- Learn contents of an applied literature review (e.g., introduction including literature review, purpose, rationale, significance of research, & implementation of plan). This assignment offers participants experience in managing collaborations, formulating an executive summary of the literature review and project management.
- Learn to write a collaborative paper of the team's (group) developmental stages. This assignment fosters skills in identifying and remedying barriers to team effectiveness.
- Improve on-line library research skills (Writing Applied Literature Reviews, Appendix A & B; A closer look at locating literature electronically, utilizing the library's search engines).
- Improve interpersonal skills and communication. This offers participation in negotiating outcomes in team settings.
- Improve collaborative interpersonal and writing skills.
- Improve writing skills.
- Improve presentation skills.
Lencioni, P. (2005). Overcoming The Five Dysfunctions of a Team. San Francisco, CA. Jossey-Bass.
American Psychological Association. (2010). Publication Manual of the American Psychological Association (6th ed.). Washington, DC: Author.
Pyrczak, Fred, & Bruce, Randall. (2005). Writing Empirical Research Reports (5th ed.). Los Angeles, CA: Pyrczak Publishing Co.
Galvan, Jose. (2004). Writing Literature Reviews (3rd ed.). Los Angeles, CA: Pyrczak Publishing Co.
Detailed assignment sheets and suggestions will be provided for each of these aspects of the collaborative project:
- Write an introductory paper on collaborative vs cooperative learning.
- Prepare a Breakout Session to demonstrate your understanding of collaborative vs cooperative learning.
- Each team will develop an applied problem analysis paper.
- Develop and submit 3 collaborative analysis reports describing the collaborative process.
- Additionally each team will develop a final collaborative analysis paper and PowerPoint/Prezi presentation.
Coral Grading Criteria
CORAL is not a traditional lecture-based class and we do not use traditional grading methods. Thus, even though assignments may be given a grade, grades should not be interpreted in the same manner as they would in the traditional classroom. CORAL class grades are used primarily as feedback, instead of a measurement of knowledge learned. For example, in a traditional classroom, a D on an exam implies that the student learned a less than average amount of material and can negatively affect the student’s final grade. In CORAL a D on a paper simply suggests that the student and his/her team needs to improve significantly on future papers in order to earn an improved grade in the course. Final grades are based the amount of improvement shown in papers and team collaboration. Final grades are determined by:
1. Quantitative assessment of the final applied analyis paper (literature review & remedies).
2. Quantitative assessment of the final collaborative analysis.
3. Qualitative assessment of collaboration, teamwork, & team self analysis.
Grading Criteria Rubrics for Collaborative Course
6. Attendance Policy: The collaborative on line research and learning (CORAL) course requires your attendance & participation. There is a NO CUT POLICY for this collaborative course. Due to the fast pace and nature of the course (collaboration, step-by-step team work, multi-day assignments), attendance of all class meetings is paramount, not just for the immediate benefit of individual students but also that of their teammates (who are counting on feedback), project guides, and instructors. Consequently, this course enforces a strict attendance policy! Emergency or extenuating circumstances are taken into consideration.
7. For questions regarding Academic Integrity, the No-Grade Policy, Sexual Harassment, or the Student Code of Conduct, students are encouraged to refer to the Psychology's or Management's Department’s Undergraduate Handbook, the Undergraduate Catalogue, the Ram’s Eye View, and the University website at www.wcupa.edu.
8. If you have a disability that requires accommodations under the Americans with Disabilities Act (ADA), please meet with the CORAL Staff as soon as possible so we can support your success in an informed manner. If you would like to know more about West Chester University’s services for students with disabilities, please contact the Office of Services for Students with Disabilities which is located at 223 Lawrence Center and can be reached at 610-436-3217 and at email@example.com.