Education EDUC535 Theories of Counseling Credit Hours = 3 Length of Course = 8 weeks

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1 STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS. Education EDUC535 Theories of Counseling Credit Hours = 3 Length of Course = 8 weeks Course Description (Catalog) Theories of Counseling introduces the fundamental counseling theories with special emphasis on how they would be applied in educational settings. Students develop an appreciation of the relationship between theories, issues affecting students, and the utilization of key helping strategies. Theories covered range from psychoanalytic, humanistic, existential, behavioral, cognitive, Gestalt, and solution focused. Course Scope This course is designed to introduce principles, and methodologies related to theories of helping people especially as it applies to the application of counseling in the schools. Standards State and national standards are covered in this course as listed below. The sets of standards are based on the following organizations: CACREP - Council for the Accreditation of Counseling and Related Educational Programs Praxis II Standards for School Counselors (Test #0420) West Virginia Professional Standards for Student Support Services (WVDE Policy 5100, Appendix A-3) CACREP Council for the Accreditation of Counseling and Related Educational Programs This course meets the following General Standards for Counseling Programs: II.G.1 Professional Orientation and Ethical Practice studies that provide an understanding of all of the following aspects of professional functioning: a. history and philosophy of the counseling profession. The course assignments also require each student to demonstrate that he/she meets the following School Counseling Program Standards:

2 Foundations A. Knowledge 1. Knows history, philosophy, and trends in school counseling and educational systems. Counseling, Prevention and Interventions C. Knowledge 1. Knows the theories and processes of effective counseling and wellness programs for individual students and groups of students. Diversity and Advocacy E. Knowledge 4. Understands multicultural counseling issues, as well as the effects of ability levels, stereotyping, family, socioeconomic status, gender and sexual identity and their effects on student achievement. West Virginia Professional Standards for Student Support Services (WVDE Policy 5100, Appendix A- 3) These standards will be addressed: Student Services/Programs 1.3 Understands individual and group motivation and can develop strategies for organizing and supporting individual and group needs. Course Objectives After successfully completing this course, students will be able to: 1. discuss the major counseling theories, historical and current (Psychoanalytic, Jungian, Adlerian, Existential, Person-Centered, Gestalt, Rational-Emotive, Behavioral, Cognitive, Solution-Focused) 2. contrast the view of the counseling relationship between major theorists 3. compare and contrast the various factors that cognitive, behavioral, and humanistic theorists believe influence the learning process 4. apply theories to counseling children, adolescents, and teens in school settings 5. relate each theory to how children, adolescents, and teens learn and develop 6. discuss applicable techniques that encourage motivation and academic success 7. use major counseling theories to articulate the needs of those with special education needs, those at-risk, and those from differing cultures and socioeconomic statuses. Also, relate theory knowledge to the identification of resources which support intellectual, social, and personal development of children, adolescents, and teens 8. analyze how the theories support and increase the effectiveness of a school counseling program 9. articulate knowledge of counseling theories in a manner that parents, teachers, other school personnel may support the learning and well-being of children, adolescents, and teens 10. describe how behavior can be modified according to the theories 11. evaluate how theories may affect a counseling situation with someone from a different social/cultural background 12. apply strategies of major counseling theories with common school concerns Course Delivery Method

3 This course delivered via distance learning will enable students to complete academic work in a flexible manner, completely online. Course materials and access to an online learning management system will be made available to each student. Students should respond to Discussion Forum questions (accomplished in groups through a threaded discussion forum) by Thursday of the week as noted. Online assignments are due by Sunday evening of the week as noted (submitted for review by the Faculty Member). Assigned faculty will support the students throughout this sixteen-week course. Course Materials Course Textbooks: One textbook is required for this course. Corey, G. (2009). Theory and Practice of Counseling and Psychotherapy (8 th ed.). Pacific Grove: Brooks/Cole Publishing. ISBN: or Corey, G. (2013). Theory and Practice of Counseling and Psychotherapy (9 th ed.). Pacific Grove: Brooks/Cole Publishing. ISBN-13: : In addition to the required course text the following public domain Web sites are useful. Please abide by the university s academic honesty policy when using Internet sources as well. Note: Web site addresses are subject to change. APA Center for Psychology in Schools and Education General Learning Theory National Association for Child Development Social Learning Theory Solution Focused Counseling Evaluation Procedures Homework assignments (8) Throughout the term, you will write responses to weekly questions. These responses will involve analyses of readings, comparing and contrasting the views of authors, and critique of arguments presented by the readings or the class. Papers will be graded for accuracy of interpretation, rigor of argument, and clarity of expression. Limit your response to between three and five double-spaced pages. Use APA style for all annotations and references. Homework assignments are due by Midnight on Sunday of the week listed. If late, please submit by Monday, the latest. Discussion Forum Participation (8) Interacting with your classmates is a critical part of your learning experience. Throughout this course, you will be asked to respond to specific topics/questions on the discussion forum related to counseling theories. The discussion task for that week will

4 note whether you are required to respond. Even if you are not required to respond, please read your classmates postings and respond if you like. Remember that your point of view on a particular topic may differ from that of another student. Please be respectful of one another s postings. If you disagree with something that has been shared, feel free to discuss however, do so in a polite manner. Your original discussion forum post is due by end of the week listed. Counseling Theory Paper You will choose a counseling theory to examine in detail, including its history and philosophy. You will produce a page paper that examines: The origins of the theory and important developers of the theory Essential understandings of the theory (e.g., the theory s approach to mental health, etc.) Techniques and strategies that are part of counseling using the theory Applications of the theory to school counseling and educational systems The effectiveness and appropriateness of using the theoretical approach and its techniques in the school setting Your paper should be in APA format and include a title page, an abstract, and at least five references (in addition to the course textbook). This project is due by Midnight on Sunday of the final week of class. Theoretical Applications Paper The theoretical applications paper will examine the real-world use of counseling theory by practicing school counselors. It will also provide an opportunity for you to demonstrate that you understand how it looks to apply a counseling theory in a session. You will create two case studies for this project and examine how a counselor could apply different counseling theories to the student issue. The case studies can be real or made-up - please base your discussion around a movie or book scenario (your choice). For case study #1, you will choose two counseling theories and apply them to the scenario. You will create two alternative approaches to counseling the student based on two different counseling theories. You will find some theories to fit well and meet the student s needs; you may find that some are not particularly effective or are not comfortable for you. In 3-5 pages, you will describe: How a school counselor using each theory would view the student problem Techniques that fit with each theory that a school counselor might use in addressing the issue How a student might react to these techniques The strengths and weaknesses of using each theory in a school setting The strengths and weaknesses of using the strategies to counsel on the topic of the case study An analysis of which theory you feel would be most effective and appropriate for counseling the student For case study #1, you will need to cite at least three references in APA format. For case study #2, you will interview a practicing school counselor about his/her theoretical approach to counseling and how he/she would apply it to the scenario. Your interview can take place in person or by phone. In an additional 3-5 pages, you will describe: The theoretical orientation the school counselor uses on a regular basis, as well as specific ways he/she applies it The theoretical approach the counselor would use in counseling on the topic of the case study (note if this theoretical approach differs from the approach the counselor generally uses)

5 Specific techniques the school counselor would use with the student in the case study Your opinion about the use of the counselor s techniques and theoretical orientation In total, your paper will be 6-10 pages, plus a cover sheet and reference page (no abstract is needed). It will be very important for you to create a well-organized document that includes headings and sub-headings to guide the reader. The paper should be written in APA format. This paper is due by the end of Week 7 Final Grading Guidelines Grade Instruments % of Final Grade Homework Assignments (Eight assignments at four points each) 32% 8 Discussion Forum thread participation occurrences at two points 16% each week Counseling Theory Paper 28% Theoretical Applications Paper 24% TOTAL 100% The success of this course depends on your ability to read the assigned readings closely, think carefully about the points raised or ignored by authors, and bring to the group your questions and concerns about their theses and positions into the discussion groups. Prior to each class I will post Announcements and outline the focus of the subsequent session and direct your reading. Having prepared the readings prior to class ensures your productive participation. We should work to achieve conversational exchanges with each other through Discussion Forums and s, constructively challenging each other to think broadly and critically about ideas or assertions posed by the readings. In all participation and assignments I am looking for evidence of: demonstration of substantial knowledge and higher order thinking and analytic skills and application of facts, concepts, terms, and processes learned/read/discussed; critical contemplation, e.g., "grapple" with issues and topics; appropriate use of knowledge learned; imaginative thinking and responses to challenges/problems/issues; exploring underlying assumptions about the lifelong value of education and schooling; clarity of expression and logical connection among ideas expressed; writing that reflects precise and concise thinking; excellent grammar, syntax, and spelling. Grading Scale Grade GPA / Percent Description

6 A 4.0 / Very high quality, clearly above average work A / B / B 3.0 / Expected performance level B / C / C 2.0 / C / Unsatisfactory D / Failing D 1.0 / Failing D-.67 / Failing F 0.0 / 59-0 Failing American Public University System: Educating Those Who Serve p. 6

7 Course Outline 8 Week Course Week Topic(s) Learning Objective(s) Reading(s) Assignment(s) 1 Introduction Psychoanalytic/ Jungian 1. Examine the origins of the Psychoanalytic theory of counseling and its view of human nature. 2. Apply Freudian and Jungian theory to counseling scenarios. 3. Evaluate the strengths and weaknesses of Psychoanalytic and Jungian counseling theories. 4. Evaluate the appropriateness of Psychoanalytic/Jungian theories and techniques for a school setting. Chapter 4 Assignment 1 Psychoanalytic theory is highly deterministic (the teaching that every event in the universe is caused and controlled by natural law). Explain this concept, then describe your view of determinism and how your view will help students in need of mental health assistance. Due by Midnight on Sunday Week 1. Post a personal introduction on the discussion forum. Please be sure to include your area of study here at APUS/AMU and your goals for the future once you earn your graduate degree. Read your classmates' bios and say, "Hello!" Discussion Forum 1 Would Freudian or Jungian theories and techniques be appropriate for a school setting? Why or why not? If so, for what age group and under what circumstances? Would it depend on the issue being discussed? Respond to at least two of your classmates postings. Your original post is due by Midnight on Thursday of Week 1. Respond to classmates postings by Midnight on Sunday of Week 1. American Public University System: Educating Those Who Serve p. 7

8 Week Topic(s) Learning Objective(s) Reading(s) Assignment(s) 2 Adlerian/ Individual Psychology 3 Gestalt Therapy 1. Examine the origins of Adler s counseling theory and his applications to understand children. 2. Compare counseling theories. 3. Understand the phenomenological approach to understanding an individual. 4. Evaluate the strengths and weaknesses of Adlerian and Individual counseling theories. 5. Evaluate the appropriateness of Adlerian/Individual Psychology theories and techniques for a school setting. 1. Examine the origins of Gestalt therapy. 2. Analyze the strengths and limitations for using Gestalt therapy, particularly with culturally diverse populations. Chapter 5 3. Evaluate the appropriateness of Gestalt theories and techniques for a school setting. Chapter 8 Assignment 2 Discuss the differences between Freud and Adler. Locate, read, and cite at least three journal articles in your response to this assignment. Due by Midnight on Sunday of Week 2. Discussion Forum 2 According to Adler, around age 6, each of us develops a unique world view of ourselves as complete/perfect to form our life goals. Adlerians try to understand the individual from this subjective (phenomenological) frame of reference. Why? What is the value/limitations in this approach? Respond to at least two of your classmates postings. Your original post is due by the end of Week 2. Assignment 3 What is a limitation (or limitations) of Gestalt therapy in working with culturally diverse populations? Include and cite at least two additional sources besides your course text. Due by Midnight on Sunday of Week 3. Discussion Forum 3 Would Gestalt techniques be appropriate for a school setting? Why or why not? If so, for what age group and under what circumstances? Would it depend on the issue being discussed? Respond to at least two of your classmates postings. Your original post is due by the end of week #3. American Public University System: Educating Those Who Serve p. 8

9 Week Topic(s) Learning Objective(s) Reading(s) Assignment(s) 4 Behavioral and Social Learning Theory 1. Examine the origins of Behavioral counseling theories. 2. Apply Behavioral techniques to a school setting. 3. Examine the origins of Social Learning theory. 4. Understand the techniques and applications of Social Learning theories in schools. 5. Evaluate the appropriateness of Behavioral and Social Learning theories and techniques for a school setting. Chapter 10 Assignment 4 Behavioral interventions are frequently used in schools (e.g., implementing an incentive chart for a student with a reward of his/her choice for meeting behavioral goals). Can you think of any other interventions based on behavioral theories used in schools? What are the strengths and limitations of these strategies? Due by Midnight on Sunday of Week 4. Discussion Forum 4 Strategies consistent with social learning theories include mentoring, apprenticeship, on the job training, and internships. How can a school counselor encourage student growth using Bandura s observations? Respond to at least two of your classmates postings. Your original post is due by the end of Week 4. American Public University System: Educating Those Who Serve p. 9

10 Week Topic(s) Learning Objective(s) Reading(s) Assignment(s) 5 Cognitive Therapy 1. Examine the origins of Cognitive theories. 2. Understand the differences between REBT and CBT. 3. Analyze the strengths and limitations of Cognitive theories. 4. Evaluate the appropriateness of Cognitive theories and techniques for a school setting. 5. Apply the principles of Cognitive theories to work with students. Chapter 11 Assignment 5 According to REBT, a personal client/therapist relationship is neither necessary nor sufficient for change to occur. What is your impression of this statement? Detail evidence that could either support or refute this statement. In a school setting, do you believe a counselor/student relationship is necessary for change to occur? Due by Midnight on Sunday of Week 5. Discussion Forum 5a Discuss the B and C of a student who seeks your help with test anxiety. What Ds would you use? What would the eventual E be? Your post is due the end of Week #5 Discussion Forum 5b Would Cognitive theories be appropriate for a school setting? Why or why not? If so, for what age group and under what circumstances? Would it depend on the issue being discussed? Respond to at least two of your classmates postings. Your original post is due by the end of Week #5. American Public University System: Educating Those Who Serve p. 10

11 Week Topic(s) Learning Objective(s) Reading(s) Assignment(s) 6 Reality 1. Understand the origins of Reality theory. 2. Apply Reality techniques to keeping students in the here-and-now. 3. Analyze the strengths and limitations of Reality theory. 4. Evaluate the appropriateness of Reality theory and techniques for a school setting. Chapter 9 Assignment 6 Reality theory is a considered a cognitive-behavioral approach to therapy; that is, it focuses on facilitating the client to become aware of, and if necessary, change, his/her thoughts and actions. Discuss the value in keeping a student in the here-and-now, as well as ways you could accomplish this. Do you feel there are instances when a school counselor should focus on past issues with a student? Due by Midnight on Sunday of Week 6. Discussion Forum 6 Would Reality theory be appropriate for a school setting? Why or why not? If so, for what age group and under what circumstances? Would it depend on the issue being discussed? Respond to at least two of your classmates postings. Your original post is due by the end of Week 6. American Public University System: Educating Those Who Serve p. 11

12 Week Topic(s) Learning Objective(s) Reading(s) Assignment(s) 1. Examine the origins of Person-Centered theory. 2. Understand the core conditions of Person-Centered theory. Assignment 7 What did Rogers mean when he said, Therapy is a journey shared by two fallible people? What are your thoughts on this concept, and other concepts presented by Rogers? Due by Midnight on Sunday of Week 7. 7 Person- Centered 3. Analyze the strengths and limitations of Person-Centered theory. 4. Evaluate the appropriateness of Person- Centered theories and techniques for a school setting. Chapter 7 Discussion Forum 7a According to Rogers, you can trust people to solve their own problems or to direct their own growth (self-actualizing) if core conditions (genuineness, unconditional positive regard, and empathy) are present in the therapist and the therapeutic relationship. The therapist s attitudes are more important than knowledge, theory or techniques. Considering what you have been studying thus far, what is your impression of this statement? Your post is due by the end of week #7. Discussion Forum 7b Eliminated. Submit Theoretical Applications Paper by Midnight on Sunday of Week 7. American Public University System: Educating Those Who Serve p. 12

13 Week Topic(s) Learning Objective(s) Reading(s) Assignment(s) 1. Explain the importance of understanding family systems as a school counselor. 2. Apply Solution-Focused techniques to counseling students. 8 Family Systems Solution Focused 3. Examine the origins of Solution-Focused counseling. 4. Analyze the strengths and weaknesses of Solution-Focused counseling. 5. Evaluate the appropriateness of Family Systems and Solution-Focused theories and techniques for a school setting. 6. Analyze the evolution of the counseling practice. 7. Examine and describe a counseling theory in detail, including its origins and applications to a school setting. Chapter 12 Assignment 8 Discuss how, from Freud to person centered therapy, we have reduced counselor-client interaction time from seven years to approximately seven visits. What led to this phenomenon? Cite at least three sources in your response. Due by Midnight on Sunday of Week 8 Discussion Forum 8 While a school counselor does not provide family counseling, how can a knowledge of family systems help you understand your students? Respond to at least two of your classmates postings. Your original post by the end of week #8. 8. Apply theoretical orientations and their techniques to school-based counseling scenarios. Submit Counseling Theory Paper by Midnight on Sunday of Week 8 9. Describe the strengths and weaknesses of different counseling theories in schoolbased counseling scenarios. 10. Discuss practical applications of a theory with a practicing school counselor. American Public University System: Educating Those Who Serve p. 13

14 Selected Bibliography Bloch, D. (2004). Spirituality, complexity, and career counseling. Professional School Counseling, 7(5), Hsiu-Lan, S.T. (2007). Practice and research in career counseling and development The Career Development Quarterly, 56(2), Kanfer, F.H., & Goldstein, A P. (Eds.) (1986). Helping people change: A textbook of methods (3rd ed.). New York: Pergamon Press. Kratochwill, T.R., & Morris, R.J. (Eds.) (1995). Handbook of psychotherapy with children and adolescents. Boston: Allyn and Bacon. LaFountain, R.M. (1996). Solution-focused counseling groups: A key for school counselors. The School Counselor, 43, Murphy, J.J. (1997). Solution-focused counseling in middle and high schools. Alexandria, VA: American Counseling Association. Schmidt, J. (2007). What really matters is school counselor empowerment: A response to Hipolito-Delgado and Lee. Professional School Counseling, 10(4), Worrell, F. (2007). Consultation in the gifted-education arena: Old wine in a new skin. Journal of Educational & Psychological Consultation, 17(4), American Public University System: Educating Those Who Serve p. 14

15 Discussion Forum Rubric APUS GRADUATE DISCUSSION FORUM RUBRIC Foundation of knowledge Application of knowledge (critical thinking skills) BEGINNING 1 Learner tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Learner presents concepts in isolation, and does not perceive to have a logical sequencing of ideas. DEVELOPING 2 The discussion reveals that the learner has a general, fundamental understanding of the course material. There are areas of some concern in the linkages provided between facts and supporting statements. Learner generally explains concepts, but only meets the minimum requirements in this area. Learner demonstrates Learner takes a beginning common, conventional understanding of key approach in guiding concepts, but the reader through overlooks critical various linkages and details. Learner is connections presented unable to apply in assignment. information in a However, learner problem-solving presents a limited fashion. Learner perspective on key presents confusing concepts throughout statements and facts in assignment. Learner assignment. No appears to have evidence or little problems applying semblance of critical information in a thinking skills. problem-solving manner. American Public University System: Educating Those Who Serve p. 15 ACCOMPLISHED 3 Learner exhibits above average usage of subject matter in discussion. Learner provides above average ability to relate course content to examples given. Details and facts presented provide an adequate presentation of learner s current level of subject matter knowledge. Learner exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Discussion demonstrates the learner s above average use of relating concepts by using a variety of factors. EXEMPLARY 4 Learner demonstrates proficient command of the subject matter in the discussion. Post shows an impressive level of depth of learner s ability to relate course content to practical examples and applications. Learner provides comprehensive analysis of details, facts, and concepts in a logical sequence. Learner demonstrates a higher-level of critical thinking necessary for graduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Learner provides well-supported ideas and reflection with a variety of current and/or world views in the assignment. Learner presents a genuine intellectual development of ideas throughout assignment. In addition, the learner generates discussion with at least 2 classmates (if

16 required). Homework Assignment Rubric BEGINNING DEVELOPING ACCOMPLISHED EXEMPLARY APUS GRADUATE HOMEWORK RUBRIC Foundation of knowledge Application of knowledge (critical thinking skills) 1 Learner tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Learner presents concepts in isolation, and does not perceive to have a logical sequencing of ideas. 2 The assignment reveals that the learner has a general, fundamental understanding of the course material. There are areas of some concern in the linkages provided between facts and supporting statements. Learner generally explains concepts, but only meets the minimum requirements in this area. Learner demonstrates Learner takes a beginning common, conventional understanding of key approach in guiding concepts, but the reader through overlooks critical various linkages and details. Learner is connections presented unable to apply in assignment. information in a However, learner problem-solving presents a limited fashion. Learner perspective on key presents confusing concepts throughout statements and facts in assignment. Learner assignment. No appears to have evidence or little problems applying semblance of critical information in a thinking skills. problem-solving manner. American Public University System: Educating Those Who Serve p Learner exhibits above average usage of subject matter in assignment. Learner provides above average ability to relate course content to examples given. Details and facts presented provide an adequate presentation of learner s current level of subject matter knowledge. Learner exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Writing demonstrates the learner s above average use of relating concepts by using a variety of factors. 4 Learner demonstrates proficient command of the subject matter in the discussion. Assignment shows an impressive level of depth of learner s ability to relate course content to practical examples and applications. Learner provides comprehensive analysis of details, facts, and concepts in a logical sequence. Learner demonstrates a higher-level of critical thinking necessary for graduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Learner provides well-supported ideas and reflection with a variety of current and/or world views in the assignment. Learner presents a genuine intellectual development of ideas throughout assignment.

17 Research Skill (when sources are required for the assignment) Grammar, Language Mechanics and Writing APA Style and Formatting Learner fails to provide an adequate synthesis of research collected for assignment. The lack of appropriate references or source materials demonstrates the learner s need for additional help or training in this area. The assignment is not of acceptable quality for graduatelevel work. Paper contains instances of colloquial, non-professional writing and/or grammatical and spelling errors sufficient to detract from communication of ideas. There are major errors in overall APA style and in-text and reference list citations formatting. Assignment reveals formatting errors and a lack of organization. Learner presents an incomplete attempt to provide linkages or explanation of key terms. Assignment provides a basic, but borderline perspective of learner s research abilities. Paper contains some instances of colloquial, non-professional writing, is moderately lacking in organization, and contains a moderate number of grammatical and spelling errors. There are a moderate number of errors in overall APA style and in-text and reference list citation formatting. Learner uses a variety of formatting styles, with some inconsistencies throughout the paper. Assignment does not have a continuous pattern of logical sequencing. Learner achieves an above average synthesis of research, but interpretation is narrow in scope and description within assignment. Paper is written in a professional style, is wellorganized using headings and sub-headings to guide the reader, and contains only minor and infrequent grammatical and spelling errors. Overall APA style is accurate, but minor errors exist in in-text and reference list citation formatting. Learner demonstrates a good skill level in formatting and organizing material in assignment. Learner presents an above average level of preparedness, with few formatting errors. Learner provides sophisticated synthesis of complex body of information in the preparation of assignment. Research provided by learner contributes significantly to the development of the overall thesis. Learner incorporates a variety of research resources in the preparation of the assignment. Paper is written in a professional style, is well-organized using headings and subheadings to guide the reader, and is free of grammatical and spelling errors. Document is presented in accurate APA style. In-text citations are used where needed and formatted appropriately. Reference list is provided with all items in accurate APA format. Overall format of assignment includes well- developed paragraphs and conclusion. Finished assignment demonstrates student s ability to plan and organize research in a logical sequence. Counseling Theory Paper and Theoretical Applications Project Rubric American Public University System: Educating Those Who Serve p. 17

18 BEGINNING DEVELOPING ACCOMPLISHED EXEMPLARY Foundation of knowledge Synthesis of knowledge (focus/thesis) Application of knowledge (critical thinking skills) 1 Learner tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Learner presents concepts in isolation, and does not perceive to have a logical sequencing of ideas. Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Learner s writing is weak in the inclusion of supporting facts or statements. Learner demonstrates beginning understanding of key concepts, but overlooks critical details. Learner is unable to apply information in a 2 The assignment reveals that the learner has a general, fundamental understanding of the course material. There are areas of some concern in the linkages provided between facts and supporting statements. Learner generally explains concepts, but only meets the minimum requirements in this area. Learner exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While a thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While learner has included a few supporting facts and statements, this has limited the quality of the assignment. Learner takes a common, conventional approach in guiding the reader through various linkages and connections presented in assignment. American Public University System: Educating Those Who Serve p Learner exhibits above average usage of subject matter in assignment. Learner provides above average ability to relate course content to examples given. Details and facts presented provide an adequate presentation of learner s current level of subject matter knowledge. Establishes a good comprehension of topic and in the building of the thesis. Learner demonstrates an effective presentation of thesis, with most support statements helping to strengthen the key focus of assignment. Learner exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Writing demonstrates the 4 Learner demonstrates proficient command of the subject matter in the discussion. Writing shows an impressive level of depth of learner s ability to relate course content to practical examples and applications. Learner provides comprehensive analysis of details, facts, and concepts in a logical sequence. Learner exhibits a defined and clear understanding of the assignment. Response is clearly defined and well constructed to help guide the reader throughout the assignment. Learner builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements. Learner demonstrates a higher-level of critical thinking necessary for graduate level work. Learner provides a strategic approach in presenting examples of

19 Research Skill Grammar, Language Mechanics and Writing problem-solving fashion. Learner presents confusing statements and facts in assignment. No evidence or little semblance of critical thinking skills. However, learner presents a limited perspective on key concepts throughout assignment. Learner appears to have problems applying information in a problem-solving manner. learner s above average use of relating concepts by using a variety of factors. problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Learner provides wellsupported ideas and reflection with a variety of current and/or world views in the assignment. Learner presents a genuine intellectual development of ideas throughout assignment. Learner fails to provide Assignment provides a Learner achieves an Learner provides an adequate synthesis basic, but borderline above average synthesis sophisticated synthesis of research collected for perspective of learner s of research, but of complex body of assignment. The lack research abilities. interpretation is narrow information in the of appropriate in scope and description preparation of references or source materials demonstrates the learner s need for additional help or training in this area. The assignment is not of acceptable quality for graduatelevel work. within assignment. assignment. Research provided by learner contributes significantly to the development of the overall thesis. Learner incorporates a variety of research resources in the preparation of the assignment. Paper contains Paper contains some Paper is written in a Paper is written in a instances of colloquial, instances of colloquial, professional style, is professional style, is non-professional non-professional well-organized using well-organized using writing and/or writing, is moderately headings and subheadings headings and sub- grammatical and lacking in to guide the headings to guide the spelling errors organization, and reader, and contains reader, and is free of sufficient to detract contains a moderate only minor and grammatical and from communication of number of grammatical infrequent grammatical spelling errors. ideas. and spelling errors. and spelling errors. American Public University System: Educating Those Who Serve p. 19

20 APA Style and Formatting There are major errors in overall APA style and in-text and reference list citations formatting. Assignment reveals formatting errors and a lack of organization. Learner presents an incomplete attempt to provide linkages or explanation of key terms. There are a moderate number of errors in overall APA style and in-text and reference list citation formatting. Learner uses a variety of formatting styles, with some inconsistencies throughout the paper. Assignment does not have a continuous pattern of logical sequencing. Overall APA style is accurate, but minor errors exist in in-text and reference list citation formatting. Learner demonstrates a good skill level in formatting and organizing material in assignment. Learner presents an above average level of preparedness, with few formatting errors. Document is presented in accurate APA style. In-text citations are used where needed and formatted appropriately. Reference list is provided with all items in accurate APA format. Overall format of assignment includes an appropriate abstract (if required), welldeveloped paragraphs, and conclusion. Finished assignment demonstrates student s ability to plan and organize research in a logical sequence. American Public University System: Educating Those Who Serve p. 20