senior project handbook 2015-2016 - edl · pre-mentor meeting worksheet 8 annotated bibliography...

28
Bishop Conaty-Our Lady of Loretto High School SENIOR PROJECT HANDBOOK 2015-2016

Upload: vukien

Post on 29-Apr-2018

216 views

Category:

Documents


1 download

TRANSCRIPT

Bishop Conaty-Our Lady of Loretto High School

SENIOR PROJECT

HANDBOOK

2015-2016

SENIOR PROJECT

Senior Project Handbook Page 2 of 28

TABLE OF CONTENTS

Introduction 3

Definition and Procedures: 4

Deadlines 5

Schedule of Mentor Meetings and Workshops 5

Social Injustice 6

Forms:

Pre-Mentor Meeting Worksheet 8

Annotated Bibliography 9

Draft Outline 10

Thesis Statement 11

Rough Draft of Senior Project Report 12

Final Version of Senior Project Report 13

Senior Project Submission Sheet 14

Participant Self- Evaluation 15

Mentor Evaluation 16

Mentor Thank You Letter 17

Written Paper Rubric 18

Multimedia Presentation Rubric 23

Oral Presentation Rubric 26

SENIOR PROJECT

Senior Project Handbook Page 3 of 28

Dear Senior, Welcome to the Senior Project. Like last year, you will submit your project as an individual. Although you may choose to work together on your research with classmates who have the same Christian Service experiences, the final project will be your own product. Please note that there have been some changes from last year’s project, so read through the project instructions carefully. One change is that a religion teacher will have to approve your social justice topic before you begin your research, and another change is that you will be assigned one of our English teachers as your research paper mentor. We are confident that you prepare a marvelous senior project. Good luck!

INTRODUCTION: The Senior Project is a synthesis project, a way to demonstrate the knowledge and skills you have learned at Bishop Conaty-Loretto High School as well as to provide evidence that you have achieved the school’s integral student outcomes, the ISOs—A Bishop Conaty-Our Lady of Loretto High School graduate is a Woman of Faith, Learning, Responsibility, and Vision. The project focuses on the Christian Service Learning you have done throughout your high school years but also includes academics, activities, religious studies and life experiences. Although the Senior Project is a graduation requirement, the paper and presentation should be considered your cornerstone experience, or gift, back to the school. In this project, you will write a 7-10 page paper that reflects on your service experience and researches and analyzes a social justice issue related to your service. You will also prepare a multimedia presentation that summarizes the main points of your project. We would like you to go through the process of reflecting on community service: why we do service, what service you provided, what benefits you received, what good you did, and what social justice issue your service addressed. You will then choose an act of service to focus on, which will become the basis for your project. Academic research related to you topic is expected. For example, if you volunteered at a soup kitchen, you could research the extent of hunger in Los Angeles, or the effects of welfare legislation on low-income families. Once you have a topic, you will work on combining the academic research with a reflection component. You must submit all required components of the project in timely fashion for credit to be given. Your final paper should address your Christian Service experiences, a social justice issue related to your service, and research on a problem related to the social justice issue you have chosen:

Describe your Christian Service experiences. Explain how your service has impacted and changed you.

Explain how your service responded to a social justice issue. Analyze and discuss the social justice issue.

Research a topic related to the social justice issue. Explain how the topic relates to the issue and how it furthers your understanding of social justice.

Discuss how your service and research has helped you become a Woman of Faith, Learning, Responsibility, and Vision (ISOs).

The paper will need to be typed, in MLA format, with appropriate parenthetical citations and a Works Cited Page. You also need to save both your paper and multimedia presentation to a CD-ROM disc. The final draft of your Senior Project Paper is due to January 5, 2016. Senior Project Presentations take place January 11, 2016. At the end of the presentation, a digital copy of both your media presentation and research paper must be submitted electronically to the Senior Project Google Classroom. In order to receive full credit for all components of the Senior Project, you must submit each component by its deadline, no exception. Your grade will be reduced for each day late. Your project will be evaluated by a faculty committee according to the rubrics attached herein. The Senior Project Paper is worth 40% of your grade; the Presentation is worth 40% of your grade; and the attendance at workshops and mentor meetings, and on-time submission of tasks are worth 20% of your grade. The Senior Project is worth

SENIOR PROJECT

Senior Project Handbook Page 4 of 28

2.5 graduation credits. (Note that unsatisfactory [score below 3] Senior Project Papers will have to be rewritten, and unsatisfactory [score below 3] Senior Project Presentations will have to be re-presented.)

SENIOR PROJECT DEFINED: The Senior Project is guided by the following components:

Discussion of the spark/motivation for your project:

o What, specifically, was your service experience?

o What interested you or excited you about it?

Analysis of a social justice issue connected to your Christian Service:

o Discuss the issue and its larger implications, using other disciplines like history, literature, art, science and religion in your discussion.

o Consider local, national and global implications.

o Relate how the issue intersects with Bishop Conaty-Loretto’s ISOs.

Personal reflection: Bring your personal world view and philosophy into the discussion.

o How are you a different person for having done the service you’ve participated in?

o How has this service shaped your beliefs and approach to life?

o How did your service impact either an individual and/or the community as a whole?

o What recommendations or observations can you make?

o What can you do personally to become involved in this issue in the future?

Oral/Multimedia Presentation that summarizes your service, research and reflections and defends you project.

o Your presentation should be 5 to 10 minutes long. You should prepare and practice it prior to your presentation. Use of note cards is recommended.

o If you multimedia presentation is a PowerPoint slide show or similar, the number of slides should not exceed 10.

o You should recap your service and reflections.

o You should dress up in appropriate business attire.

o Your panelists will ask you questions about your community service and project after the presentation. They will be looking to see (1) the level of impact of your project, (2) your understanding of the greater good for both you and the community, and (3) your depth of engagement.

PROCEDURES:

Reflect on your service: Why do we do service? What service did you provide? What benefits did you receive from your service? What good did you do? What social justice issue(s) did your service address?

Follow the guidelines contained herein, always do your best quality work, and make sure your project progresses to meet the due dates below

Work closely with your pre-assigned faculty mentor. Attend all mentor meetings. Meet your mentor’s deadlines.

Attend all workshops

Submit all forms and attachments by the due dates

SENIOR PROJECT

Senior Project Handbook Page 5 of 28

DEADLINES: Submit all required components by the deadlines listed below. Consult with your mentor and have your mentor review and sign off on all components before submitting them to Mr. Spicer.

Pre-Mentor Meeting Worksheet: Thursday, August 27, 2015 (Wait for topic approval from Religion teacher before proceeding.)

Annotated Bibliography: Thursday, October 1, 2015

Draft Outline: Thursday, November 5, 2015

Thesis Statement: Thursday, November 5, 2015

Rough Draft of Report: Tuesday, November 24, 2015 (to mentor, only)

Final Version of Report: Tuesday, January 5, 2016 [3 copies]

Multimedia Presentation: Tuesday, January 5, 2016 (to mentor, only, for review)

Presentations: Monday, January 11, 2016.

Digital Copies of both Media Presentation and Research Paper (PDFs or Google Docs and Google Slides) (After your presentations) Monday, January 11, 2016.

Mentor Thank You: Friday, January 15, 2016

Self and Mentor Evaluation Friday, January 15, 2016

Rewritten Final Version of Report (required for scores below 3): Friday, February 12, 2016

Senior Project Re-Presentation (required for scores below 3): Friday, February 12, 2016

SCHEDULE OF WORKSHOPS: You need to attend Senior Project meetings in the Library during senior homerooms on the following Thursdays, unless noted:

Senior Project Orientation Thursday, August 20, 2015, after school, 1:45-2:25.

Workshop #1 Thursday, September 3, 2015 Annotated Bibliography

Workshop #2 Thursday, September 17, 2015 Research Methods

Workshop #3 Thursday, September 24, 2015 Proper Documentation

Workshop #4 Thursday, November 12, 2015 Effective Multimedia Presentations There will also be a Senior Project Workday in the Library on Wednesday, October 14, 2015, 8:30-12:00.

SENIOR PROJECT

Senior Project Handbook Page 6 of 28

SOCIAL INJUSTICE: The following article “The Root of Suffering” (Peace Jam) illustrates types of social injustice. Use it to help you reflect on your Christian Service experiences.

THE ROOT OF SUFFERING

The following are ten core problems that are at the root of much of the suffering in our world. These are not listed in any specific order.

Equal Access to Water and Other Natural Resources The lack of access to clean water and arable land is an increasing problem for many people around the world – and the struggle over these limited resources provides fuel for war and conflict, especially in those parts of the world where the population is exploding. We must work to ensure access to at least the most basic of natural resources, such as safe drinking water, for all.

Ending Racism and Hate Racism and the growing divide between rich and poor are endemic, and it is a problem that affects all of us. There are two societies in most countries – one which is a reflection of the media image of prosperity, and one that is hidden and full of suffering. This is creating a tremendous time bomb, ready to go off at any moment, and making it easier for demagogues to fuel hate and to rule by fear.

Halting the Spread of Global Disease One of the effects of globalization is the spread of disease, and the potential for devastating new diseases to ravage humanity. National boundaries no longer mean what they once did. The rapid movement of people and goods means that many “third world” diseases are now threatening the developed world, and have now become the problem of everyone. We must address these diseases together, as one human family.

Eliminating Extreme Poverty Our world cannot be secure when so many billions of people are forced to exist on less than $1 per day, without access to even the most basic levels of shelter, sustenance, or education. Extreme poverty can be eliminated in our lifetimes, and this must remain a fundamental goal.

Social Justice and Human Rights for All The lack of basic human rights and civil liberties, and the persistence of social injustice over long periods of time with no hope or plan for progress or change, always creates a backlash. To try to impose a military solution without addressing the fundamental issues at the core of a society will only feed the growth of paramilitary groups, violence, and lack of security in that society.

Rights for Women and Children, and their Role as Leaders It is essential to bring an end to the exploitation of children, and to defend the basic human rights of women around the world. This includes the right to a decent education. The role of women and youth as leaders in local communities, in developing creative solutions to problems, must be fostered and encouraged. Restoring Earth’s Environment The earth is our mother, and it is wounded. It is out of balance and needs to be healed. Global warming is a reality, and only by a concentrated effort involving individual citizens, civil society, and our government leaders can we address the many causes for the precarious situation we have created for ourselves here on earth.

Controlling the Proliferation of Weapons It is incomprehensible that the world still wastes nearly a trillion dollars each year on the weapons of war. We must change our values and our priorities as we enter the 21st century. We must end the ever increasing

SENIOR PROJECT

Senior Project Handbook Page 7 of 28

spiral of expenditures on arms, both nuclear and conventional, which only serves to increase the likelihood of violent conflict.

Investing in Human Security In order to create increased security in this new world in which we live, we must focus on the issue of human security. When we ensure that basic human needs are met, we are creating a more secure world. When we work for social justice, or to stop global warming, or to provide decent education, or to end racism, we are creating a more secure world. The time has come to shift our energy and our resources from military security to a long-term investment in true human security.

Breaking the Cycle of Violence One of the first things that we must do is to dismantle our own armed consciousness because we are children of a culture of violence, and our minds have been armed. Peace is the grand revolution that humanity has been waiting for. What is required is a profound understanding of the new realities created by our increasingly interconnected and interdependent world.

Engle, Dawn Gordon, and Suvanjieff, Ivan. Peace Jam, A Billion Simple Acts of Peace. New York: Puffin Books, 2008. Pages 9-11.

SENIOR PROJECT

Senior Project Handbook Page 8 of 28

PRE-MENTOR MEETING WORKSHEET

Date: Student: Dear Student: Before you meet with your mentor, please think critically about what Social Justice issue you will be addressing through your Christian Service experience. After you have finished brainstorming, complete this form and submit it first to a Religion teacher for approval of your Social Justice topic and second to your mentor (an English teacher). Potential Topic of Senior Project Paper: What Christian Service are you focusing on? Where did you do your Christian Service? What Social Justice issue will you address? (Refer to The Root of Suffering, pp 7-8) Please provide a Research Question: How will the project demonstrate your mastery of all the school’s ISOs?

A Woman of Faith

A Woman of Learning

A Woman of Responsibility

A Woman of Vision You may use the back of this sheet to include additional information.

Verification: (Obtain signatures.) Religion Teacher: Date Mentor: Date

SENIOR PROJECT

Senior Project Handbook Page 9 of 28

ANNOTATED BIBLIOGRAPHY

Date: Student: 1. Attach a typed annotated bibliography of resources. An annotated bibliography basically is a working bibliography of the sources you plan to use for your research. What makes the annotated bibliography unique is that it includes a brief summary of the information each source contains and a brief explanation of how the source will help your research.

First, locate and record citations to books, periodicals, and documents that may contain useful information and ideas on your topic. Briefly examine and review the actual items. Then choose those works that provide a variety of perspectives on your topic.

Prepare a bibliography that cites each book, article, or document using the appropriate MLA style.

Write a concise annotation that summarizes the central theme and scope of each book, article, or document. Include one or more sentences that (a) evaluate the authority or background of the author, (b) comment on the intended audience, (c) compare or contrast this work with another you have cited, or (d) explain how this work illuminates your bibliography topic.

2. Checklist: does your bibliography contain the following requirements? Periodicals Umbrella organization Book(s) Web-site(s) must be “.org” or “.edu” or “.gov” 3. Is each entry in correct MLA format? [Use Write for College or the MLA Handbook]

Verification: (Obtain Mentor’s signature.) Mentor: Date

SENIOR PROJECT

Senior Project Handbook Page 10 of 28

DRAFT OUTLINE

Date: Student: Attach a draft outline of your Senior Project paper. The outline should list in appropriate outline form the items and supporting details you will use to write you Senior Project paper. Be sure to address the following required components:

Discussion of the spark/motivation for your project:

o What, specifically, was your service experience?

o What interested you or excited you about it?

Analysis of a social justice issue connected to your Christian Service.

o Discuss the issue and its larger implications, using other disciplines like history, literature, art, science and religion in your discussion.

o Consider local, national and global implications.

o Relate how the issue intersects with Bishop Conaty-Loretto’s ISOs.

Research o Describe the issue. o Discuss the origins of the problem, its history, and its current status. o Explain what individuals, governments and the Church have and are doing to respond to the topic. o Identify possible future responses to the problem and potential solutions.

Personal reflection: Bring your personal world view and philosophy into the discussion.

o How are you a different person for having done the service you’ve participated in?

o How has this service shaped your beliefs and approach to life?

o How did your service impact either an individual and/or the community as a whole?

o What recommendations or observations can you make?

o What can you do personally to become involved in this issue in the future?

Verification: (Obtain Mentor’s signature.) Mentor: Date

SENIOR PROJECT

Senior Project Handbook Page 11 of 28

THESIS STATEMENT

Date: Student:

1. Include a written thesis statement for the written report component of the project.

Verification: (Obtain Mentor’s signature.) Mentor: Date

SENIOR PROJECT

Senior Project Handbook Page 12 of 28

ROUGH DRAFT OF SENIOR PROJECT PAPER

Date: Student: 1. What is the title of your project? This should be a focused title which gives a clue as to the contents of your

project; it can be somewhat creative, but must not be altogether unrelated to the work. 2. Attach a typed copy of your draft in MLA format with documentation to show your mentor. 3. Read aloud your draft copy for your mentor, pencil in hand, so you can mark what needs to be changed.

All of you need to listen carefully here for what makes sense and what does not. This is a working copy, so mark it up.

Does the language flow? If not, mark a need for change; is it one word or an entire sentence that needs attention? Are the ideas sequenced logically? If a paragraph seems out of order, make a note of where you agree to move it to. Then read the sequence aloud with the change. If it seems more logical now, keep the change; if not, figure out a new sequence. Is there material that seems as though it does not belong? Consider moving it elsewhere or deleting it.

Are some words repeated too frequently? Think of others you can substitute. Try out the changes and see if you like them better.

4. You must return to your original, enter corrections, SAVE them and print a new working copy. You may need to return to your mentor and read aloud the new copy for approval.

5. Now would be a good time to consult the “Written Report Rubric” in the Handbook to make sure your

work successfully meets the guidelines.

Verification: (Obtain Mentor’s signature.) Mentor: Date

SENIOR PROJECT

Senior Project Handbook Page 13 of 28

FINAL VERSION OF SENIOR PROJECT PAPER

Date: Student: Attach the final version of your Senior Project paper. What is the title of your project?

Have I read your copy aloud and fixed all of the editing problems?

Does the entire copy conform to MLA formatting?

Have I properly cited my sources within the paper using parenthetical citations?

Does my Works Cited Page appear as the LAST page in the numbering sequence? Remember the Works Cited Page is not the same as your Annotated Bibliography. It is a list of only the sources you are citing in your paper.

Is this copy ready to be submitted to the Faculty Committee for evaluation?

Have I read my paper using the “Written Report Rubric” guidelines of the Handbook to see that I

successfully meet all of the criteria? When you are ready to submit the final version of your project paper, print three (3) copies, staple each one separately and submit all three to Mr. Spicer.

Note that unsatisfactory Senior Project Papers (papers with scores below 3) will have to be rewritten.

Verification: (Obtain Mentor’s signature.) Mentor: Date

SENIOR PROJECT

Senior Project Handbook Page 14 of 28

SENIOR PROJECT SUBMISSION SHEET

Date: Student: Submit this page after you have electronically submitted digital copies of both your media presentation and research paper to the Senior Project Google Classroom Final written Senior Project paper (PDF or Google Docs) Senior Project Multimedia Presentation (PDF or Google Slides) What is the title or your project?

Verification: (Obtain Mentor’s signature.) Mentor: Date

SENIOR PROJECT

Senior Project Handbook Page 15 of 28

PARTICIPANT SELF-EVALUATION

Date:

Student Name: What is the title or your project? Read each statement and rate your participation in the Senior Project by placing a check in the appropriate space for each description. Always Almost

Always Some- times

Never Not Observed

Understood the purpose of the Senior Project

Was able to answer the mentor’s questions about the project and/or purpose.

Listened to my mentor’s ideas and kept an open mind.

Stayed on task and professional throughout the project.

Completed and submitted all project assignments on time.

Was present for all editing meetings with mentor.

Prepared orally and practiced pacing, tone, pitch of oral presentation.

Please explain any “Sometimes” or “Never” ratings: Additional comments your participation:

Verification: (Obtain Mentor’s signature.) Mentor: Date

SENIOR PROJECT

Senior Project Handbook Page 16 of 28

MENTOR EVALUATION

Date: Student: Name of Mentor Read each statement and, as a group, rate your mentor by writing the initials of each member of your group in the appropriate space for each description. The Mentor … Always Almost

Always Some- times

Never Not Observed

Performed his/her role as a guide, assisting me in drafting, preparation, completion of my Senior Project.

Was present and available for consultation, editing, meetings, etc. Made time for me in his/her busy schedule.

Answered questions via email, etc. in a timely manner.

Edited the drafts of the research paper and returned them in a timely manner.

Gave constructive feedback to me. Provided concrete notes and ideas to guide my work.

Kept me on task and remained on task throughout the process.

Maintained a respectful and professional composure throughout the process. Supported us academically and emotionally throughout.

Provided resources to help me research the topic.

Provided resources for me to complete/enhance the multimedia presentation.

Listened to my ideas and helped me articulate these ideas.

Helped me to practice and perfect my oral presentation.

Remained objective throughout the process and helped to maintain order in our group.

Please explain any “Sometimes” or “Never” ratings: What did the mentor teacher do well? What can the teacher improve upon for future senior project groups? Give specific examples and please be respectful but honest. Additional comments about the mentor’s completion of his/her task:

SENIOR PROJECT

Senior Project Handbook Page 17 of 28

MENTOR THANK YOU

Each senior is to write a typed Thank You letter to her mentor to thank her mentor for assisting her group with the senior project. A card is not acceptable for this component of the project. Follow the business letter format below. THANK YOU LETTER FORMAT Student’s Street Address City, State Zip Code Name and Title of Mentor Company Name Street Address Date Dear Mr./Mrs./Ms./Sr./Dr. Mentor’s Name: First Paragraph: Purpose—Tell why you are writing this letter. Second Paragraph: Body—Mention what like and learned from your experience with the Senior Project. Third Paragraph: Closing—Thank your mentor for his/her time and assistance working with you. Sincerely (Hit “enter’ 4 times for proper spacing)

SENIOR PROJECT

Senior Project Handbook Page 18 of 28

WRITTEN PAPER RUBRIC

Values:

EXEMPLARY: Students performing at this level perform all components at a superior level beyond the level which is required for proficiency. Exemplary work implies that students have exceeded expectations in every way and have presented a model Senior Project written report.

SATISFACTORY: Students performing at this level perform all components at a consistent level and demonstrate acceptable proficiency. Satisfactory work implies that students have worked diligently to produce strong work on all components and have presented a worthy Senior Project written report.

DEVELOPING: Students performing at this level have not shown sufficient proficiency in all components and have not achieved adequate proficiency. Developing work implies that the students have more work to do to present a satisfactory Senior Project written report.

UNSATISFACTORY: Students performing at this level have not achieved proficiency in all components and have not met the minimum standards for completion of the Senior Project. Unsatisfactory work implies that the students have considerable work to do to present a satisfactory Senior Project written report. Students have considerable work to do to complete the Senior Project and are in need of coaching in order to do so. Resubmission is necessary.

NOT SUBMITTED: Students did not submit evidence of any effort completed for the designated task.

Written Report Criteria: Successfully Completed Not Completed

Exemplary Satisfactory Developing Unsatisfactory Not Submitted

Content Clearly identifies Christian Service experience and effectively relates it to social justice issues

Identifies a Christian Service experience and relates it to social justice issues

Identifies a Christian Service experience

Does not identify a social justice problem

Fails to submit paper

Clearly addresses the topic and effectively responds to all aspects of the writing task

Adequately addresses the topic and responds to most aspects of the writing task

Insufficiently addresses the topic and responds to the writing task

Does not address the topic

Fails to submit paper

Demonstrates a thorough understanding of the topic

Demonstrates sufficient understanding of the topic

Demonstrates insufficient understanding of the topic

Does not demonstrate understanding of the topic

Fails to submit paper

Explores the topic thoughtfully and in depth

Explores the topic thoughtfully

Insufficiently explores the topic

Does not explore the topic

Fails to submit paper

Effectively demonstrates achievement of the ISOs

Adequately demonstrates achievement of the ISOs

Insufficiently demonstrates achievement of the ISOs

Does not demonstrate achievement of the ISOs

Fails to submit paper

Research Research information is clearly relevant to the topic

Research information is sufficiently relevant to the topic

Research information does not relate to the topic

Lacks evidence of research

Fails to submit paper

Research is exceptionally deep and rigorous

Research is sufficiently deep and rigorous

Research is insufficient

Lacks evidence of research

Fails to submit paper

SENIOR PROJECT

Senior Project Handbook Page 19 of 28

Successfully Completed Not Completed

Exemplary Satisfactory Developing Unsatisfactory Not Submitted

Focus Presents an insightful and focused thesis statement

Presents a thesis statement with adequate insight and focus

Presents a thesis statement with minimal insight and focus

Presents a thesis statement with no insight and focus

Fails to submit paper

Draws strong and clear connections between the thesis and significant related ideas

Draws adequate connections between the thesis and significant related ideas

Draws insufficient connections between the thesis and significant related ideas

Shows no understanding of connections between thesis and related ideas

Fails to submit paper

Organization Effectively provides a logical progression of related ideas and supporting information in the body of the paper

Adequately provides a progression of related ideas and supporting information in the body of the paper

Provides a poorly organized progression of related ideas and supporting information in the body of the paper

Does not provide a progression of related ideas and supporting information in the body of the paper

Fails to submit paper

Effectively uses transitions to connect supporting information clearly

Adequately uses transitions to connect supporting information

Ineffectively uses transitions to connect supporting information

Does not use transitions to connect supporting information

Fails to submit paper

Arrives at a well-documented, logical conclusion involving critical thinking

Arrives at a adequately documented conclusion

Arrives at an insufficiently documented conclusion

Does not arrive at a documented conclusion

Fails to submit paper

Effectively synthesizes complex ideas from research sources

Sufficiently synthesizes ideas from research sources

ineffectively synthesizes ideas from research sources

Lacks evidence of synthesizing ideas from research

Fails to submit paper

Support/ Elaboration

Demonstrates exceptional selection of supporting information clearly relevant to the thesis and its related ideas

Demonstrates sufficient selection of supporting information clearly relevant to the thesis and its related ideas

Demonstrates insufficient selection of supporting information clearly relevant to the thesis and its related ideas

Lacks supporting information clearly relevant to the thesis and its related ideas

Fails to submit paper

Provides a meaningful presentation of multiple perspectives

Provides a adequate presentation of multiple perspectives

Provides a limited presentation of multiple perspectives

Does not provide multiple perspectives

Fails to submit paper

Effectively balances use of quotations and student paraphrasing

Adequately balances use of quotations and student paraphrasing

Insufficiently balances use of quotations and student paraphrasing

Does not balance use of quotations and student paraphrasing

Fails to submit paper

Support/ Elaboration

Effectively integrates student generated visual aids (i.e., diagrams, charts, graphs, pictures) to emphasize important content

Adequately integrates student generated visual aids (i.e., diagrams, charts, graphs, pictures) to clarify content

Includes student generated visual aids (i.e., diagrams, charts, graphs, pictures) to clarify content

Shows no use of student generated visual aids (i.e., diagrams, charts, graphs, pictures) to clarify content

Fails to submit paper

Exhibits skillful use of language, including effective word choice, clarity, and consistent voice

Exhibits good use of language, including some mastery of word choice, clarity, and consistent voice

Exhibits ineffective use of language, including weak word choice, limited clarity, and inconsistent voice

Exhibits severely flawed use of language, including weak word choice, no clarity, and no voice

Fails to submit paper

SENIOR PROJECT

Senior Project Handbook Page 20 of 28

Successfully Completed Not Completed

Exemplary Satisfactory Developing Unsatisfactory Not Submitted

Style Demonstrates exceptional fluency through varied sentence structure, paraphrasing, flow of ideas, and transitions

Demonstrates sufficient fluency through varied sentence structure, paraphrasing, flow of ideas, and transitions

Demonstrates limited fluency through varied sentence structure, paraphrasing, flow of ideas, and transitions

Lacks fluency through varied sentence structure, paraphrasing, flow of ideas, and transitions

Fails to submit paper

Conventions Demonstrates sophisticated use of MLA format, including title page, pagination, etc.

Demonstrates adequate use of MLA format, including title page, pagination, etc

Demonstrates limited use of MLA format, including title page, pagination, etc

Demonstrates no use of MLA format, including title page, pagination, etc

Fails to submit paper

Consistently acknowledges sources with properly formatted (MLA) parenthetical citations

Generally acknowledges sources with properly formatted (MLA) parenthetical citations

Minimally acknowledges sources with properly formatted (MLA) parenthetical citations

Does not acknowledge sources

Fails to submit paper

Consistently documents sources in a properly formatted (MLA) works cited page (bibliography)

Generally documents sources in a properly formatted (MLA) works cited page (bibliography)

Minimally documents sources in a properly formatted (MLA) works cited page (bibliography)

Does not document sources

Fails to submit paper

Consistently uses standard writing conventions in grammar, spelling, capitalization, punctuation, and usage

Generally uses standard writing conventions in grammar, spelling, capitalization, punctuation, and usage

Minimally uses standard writing conventions in grammar, spelling, capitalization, punctuation, and usage

Does not use standard writing conventions in grammar, spelling, capitalization, punctuation, and usage

Fails to submit paper

Information Literacy

Conscientiously and consistently demonstrates integrity in citing practices

Generally demonstrates integrity in citing practices

Inconsistently demonstrates integrity in citing practices

Does not demonstrate integrity in citing practices

Fails to submit paper

Effectively employs an extensive variety of primary and secondary sources, including a significant amount of current information

Adequately employs an sufficient variety of primary and secondary sources, including sufficient current information

Employs a limited variety of primary and secondary sources, including insufficient current information

Does not employ an variety of primary and secondary sources, and/or does not include current information

Fails to submit paper

Information Literacy, continued

Demonstrates strong evaluation skills in determining resource credibility and reliability

Demonstrates sufficient evaluation skills in determining resource credibility and reliability

Demonstrates limited evaluation skills in determining resource credibility and reliability

Does not demonstrate evaluation skills to determine resource credibility and reliability

Fails to submit paper

(Note that unsatisfactory [score below 3] Senior Project Papers will have to be rewritten, and unsatisfactory [score below 3] Senior Project Presentations will have to be re-presented.)

SENIOR PROJECT

Senior Project Handbook Page 21 of 28

WRITTEN PAPER RUBRIC

Date: Student: Project Title:

Successfully Completed Not Completed

Exemplary Satisfactory Developing Unsatisfactory Not Submitted

4 3 2 1 0 CONTENT

Identification of Social Justice Problem

Development of Topic

Understanding of Topic

Exploration of Topic

ISOs

RESEARCH

Relevancy

Depth

FOCUS

Thesis Statement

Connections

ORGANIZATION

Coherence

Transitions

Conclusion

SENIOR PROJECT

Senior Project Handbook Page 22 of 28

Written Report Rubric, continued

Successfully Completed Not Completed

Exemplary Satisfactory Developing Unsatisfactory Not Submitted

4 3 2 1 0 SUPPORT/ELABORATION

Synthesis of Ideas

Supporting Details

Perspective

Quotations/ Paraphrasing

STYLE

Language

Fluency

CONVENTIONS

MLA Format

Citations

Documentation

Writing Conventions

INFORMATION LITERACY

Integrity

Variety of Sources

Evaluation of Sources

OVERALL EVALUATION

Successfully Completed Not Completed

Exemplary

4 Satisfactory

3 Developing

2 Unsatisfactory

1 Not Submitted

0

Comments: Evaluator’s Name [print]: Evaluator’s Signature: Date:

SENIOR PROJECT

Senior Project Handbook Page 23 of 28

MULTIMEDIA PRESENTATION RUBRIC

Values:

EXEMPLARY: Students performing at this level perform all components at a superior level beyond the level which is required for proficiency. Exemplary work implies that students have exceeded expectations in every way and have presented a model Senior Project multimedia presentation.

SATISFACTORY: Students performing at this level perform all components at a consistent level and demonstrate acceptable proficiency. Satisfactory work implies that students have worked diligently to produce strong work on all components and have presented a worthy Senior Project multimedia presentation.

DEVELOPING: Students performing at this level have not shown sufficient proficiency in all components and have not achieved adequate proficiency. Developing work implies that the students have more work to do to present a satisfactory Senior Project multimedia presentation.

UNSATISFACTORY: Students performing at this level have not achieved proficiency in all components and have not met the minimum standards for completion of the Senior Project. Unsatisfactory work implies that the students have considerable work to do to present a satisfactory Senior Project multimedia presentation. Students have considerable work to do to complete the Senior Project and are in need of coaching in order to do so. Resubmission is necessary.

NOT SUBMITTED: Students did not submit evidence of any effort completed for the designated task.

Multimedia Presentation Criteria: Successfully Completed Not Completed

Exemplary Satisfactory Developing Unsatisfactory Not Submitted

Research Effectively uses primary and secondary resources

Adequately uses primary and secondary resources

Demonstrates limited use of primary and/or secondary resources

Demonstrates no use of primary or secondary resources

Fails to submit presentation

Consistently acknowledges sources within slides using properly formatted (MLA) citations

Generally acknowledges sources within slides using properly formatted (MLA) citations

Minimally acknowledges sources within slides using properly formatted (MLA) citations

Does not acknowledge sources within slides

Fails to submit presentation

Consistently documents all resources, including all online sources, in a properly formatted (MLA) bibliography

Generally documents all resources, including all online sources, in a properly formatted (MLA)

Minimally documents all resources, including all online sources, in a properly formatted (MLA)

Does not document resources

Fails to submit presentation

Research, continued

Consistently demonstrates that permission has been granted to use copyrighted material

Generally demonstrates that permission has been granted to use copyrighted material

Inconsistently demonstrates that permission has been granted to use copyrighted material

Does not demonstrate that permission has been granted to use copyrighted material

Fails to submit presentation

SENIOR PROJECT

Senior Project Handbook Page 24 of 28

Successfully Completed Not Completed

Exemplary Satisfactory Developing Unsatisfactory Not Submitted

Design Adheres to the prescribed number of slides (10)

Violates the prescribed number of slides

Fails to submit presentation

Consistently shows evidence of presentation synthesis

Generally shows evidence of presentation synthesis

Inconsistently shows evidence of presentation synthesis

Lacks evidence of presentation synthesis

Fails to submit presentation

Effectively contains multiple elements such as text, graphics, sound, video, and animation

Adequately contains multiple elements such as text, graphics, sound, video, and animation

Contains limited elements such as text, graphics, sound, video, and animation

Does not contains multiple elements such as text, graphics, sound, video, and animation

Fails to submit presentation

Design elements such as contrast between text and background, graphics and video are not intrusive and consistently enhance the presentation

Design elements such as contrast between text and background, graphics and video are not intrusive and generally enhance the presentation

Design elements such as contrast between text and background, graphics and video are not intrusive

Design elements such as contrast between text and background, graphics and video are intrusive

Fails to submit presentation

Multimedia elements such as font choices, color schemes, sizes, and styles are consistently appropriate

Multimedia elements such as font choices, color schemes, sizes, and styles are generally appropriate

Multimedia elements such as font choices, color schemes, sizes, and styles are inconsistently appropriate

Multimedia elements such as font choices, color schemes, sizes, and styles are not appropriate

Fails to submit presentation

Information is consistently organized in a clear, logical way, and it is easy to anticipate the type of material that might be on the next slide.

Information is generally organized in a clear, logical way, and it is usually easy to anticipate the type of material that might be on the next slide.

Information is inconsistently organized and it is difficult to anticipate the type of material that might be on the next slide.

Information lacks organization

Fails to submit presentation

Content Contains all presentation components: discussion of Christian Service experience, analysis of related social justice issue, personal reflection, and bibliography

Lacks presentation components: discussion of Christian Service experience, analysis of related social justice issue, personal reflection, and bibliography

Fails to submit presentation

Information is consistently relevant, factual and interesting

Information is generally relevant, factual and interesting

Information is in consistently relevant, factual and interesting

Information is not relevant, factual and interesting

Fails to submit presentation

Demonstrates complete student understanding of presented material

Demonstrates sufficient student understanding of presented material

Demonstrates limited student understanding of presented material

Does not demonstrates student understanding of presented material

Fails to submit presentation

SENIOR PROJECT

Senior Project Handbook Page 25 of 28

Successfully Completed Not Completed

Exemplary Satisfactory Developing Unsatisfactory Not Submitted

Content Shows considerable originality and inventiveness, and content and ideas are presented in a unique and interesting way.

Shows sufficient originality and inventiveness, and content and ideas are presented in an interesting way.

Shows minimal originality and inventiveness.

Does not show originality.

Fails to submit presentation

All artwork, animations, video, graphics, and sounds are attractive and effectively support the theme/content of the presentation

Most artwork, animations, video, graphics, and sounds are attractive and generally support the theme/content of the presentation

Artwork, animations, video, graphics, and sounds are attractive and inconsistently support the theme/content of the presentation

Artwork, animations, video, graphics, and sounds are not attractive and do not support the theme/content of the presentation

Fails to submit presentation

Project includes all material needed to gain a comfortable understanding of the topic on viewer’s part

Project includes sufficient material needed to gain an understanding of the topic on viewer’s part

Project includes insufficient material needed to gain an understanding of the topic on viewer’s part

Project does not include material needed to gain an understanding of the topic on viewer’s part

Fails to submit presentation

Conventions Consistently uses standard writing conventions in grammar, spelling, capitalization, punctuation, and usage

Generally uses standard writing conventions in grammar, spelling, capitalization, punctuation, and usage

Minimally uses standard writing conventions in grammar, spelling, capitalization, punctuation, and usage

Does not use standard writing conventions in grammar, spelling, capitalization, punctuation, and usage

Fails to submit presentation

Consistently demonstrates knowledge of file sizes to control the size of the presentation

Generally demonstrates knowledge of file sizes to control the size of the presentation

Inconsistently demonstrates knowledge of file sizes to control the size of the presentation

Does not demonstrates knowledge of file sizes to control the size of the presentation

Fails to submit presentation

Necessary video, graphics, and maps are consistently clearly labeled for further understanding

Necessary video, graphics, and maps are frequently labeled for further understanding

Necessary video, graphics, and maps are infrequently labeled for further understanding

Necessary video, graphics, and maps are not labeled

Fails to submit presentation

SENIOR PROJECT

Senior Project Handbook Page 26 of 28

ORAL PRESENTATION RUBRIC GUIDELINES

Values:

EXEMPLARY: Students performing at this level perform all components at a superior level beyond the level which is required for proficiency. Exemplary work implies that students have exceeded expectations in every way and have presented a model Senior Project.

SATISFACTORY: Students performing at this level perform all components at a consistent level and demonstrate acceptable proficiency. Satisfactory work implies that students have worked diligently to produce strong work on all components and have presented a worthy Senior Project.

DEVELOPING: Students performing at this level have not shown sufficient proficiency in all components and have not achieved adequate proficiency. Developing work implies that the students have more work to do to present a satisfactory Senior Project.

UNSATISFACTORY: Students performing at this level have not achieved proficiency in all components and have not met the minimum standards for completion of the Senior Project. Unsatisfactory work implies that the students have considerable work to do to present a satisfactory Senior Project.

NOT SUBMITTED: Students did not submit evidence of any effort completed for the designated task.

Oral Presentation Criteria: Exemplary Satisfactory Developing Unsatisfactory Not Submitted

4 3 2 1 0

Communication Skills

Consistently speaks with appropriate volume, tone, and articulation

Generally speaks with appropriate volume, tone, and articulation

Has difficulty speaking with appropriate volume, tone, and articulation

Does not speak with appropriate volume, tone, and articulation

Fails to make presentation

Consistently employs appropriate eye contact and posture

Frequently employs appropriate eye contact and posture

Employs infrequent eye contact and/or poor posture

Makes no eye contact

Fails to make presentation

Consistently exhibits poise, enthusiasm, and confidence

Generally exhibits poise, enthusiasm, and confidence

Exhibits limited poise, enthusiasm, and confidence

Lacks poise, enthusiasm, and confidence

Fails to make presentation

Consistently employs standard English vocabulary and grammar

Generally employs standard English vocabulary and grammar

Infrequently employs standard English vocabulary and grammar

Does not employ standard English vocabulary and grammar

Fails to make presentation

Adheres to prescribed time guidelines

Violates prescribed time guidelines

Fails to make presentation

Communication Skills, continued

Wears appropriate attire

Wears inappropriate attire

Fails to make presentation

Employs creative use of visual aids/slide show that enrich or reinforce presentation

Employs appropriate visual aids/slide show to relate information

Employs ineffective visual aids/slide show

Use no visual aids/slide show

Fails to make presentation

SENIOR PROJECT

Senior Project Handbook Page 27 of 28

Exemplary Satisfactory Developing Unsatisfactory Not Submitted

4 3 2 1 0

Content and Coherence

Effective defines a main idea and clearly adheres to its purpose throughout the presentation

Adequately defines a main idea and adheres to its purpose throughout the presentation

Insufficiently defines a main idea and adheres to its purpose throughout the presentation

Does not define a main idea or adheres to its purpose

Fails to make presentation

Employs a logical and engaging sequence which the listener can follow

Employs a logical a sequence which the listener can follow

Employs an ineffective sequence which is confusing to the listener

Lacks an organizational structure

Fails to make presentation

Demonstrates exceptional use of supporting details and evidence

Demonstrates sufficient use of supporting details and evidence

Demonstrates insufficient supporting details and evidence

Demonstrates no supporting details and evidence

Fails to make presentation

Self Reflection Demonstrates an insightful evaluation of the project process and the collaboration

Demonstrates a clear evaluation of the project process and the collaboration

Offers an evaluation of the project process and the collaboration

Fails to offer an evaluation of the project process and the collaboration

Fails to make presentation

Extempor-aneous Responses

Confidently, politely and accurately responds to questions and comments

Politely and accurately responds to questions and comments

Ineffectively responds to questions and comments

Unacceptably responds or does not respond to questions and comments

Fails to make presentation

(Note that unsatisfactory [score below 3] Senior Project Papers will have to be rewritten, and unsatisfactory [score below 3] Senior Project Presentations will have to be re-presented.)

SENIOR PROJECT

Senior Project Handbook Page 28 of 28

ORAL PRESENTATION RUBRIC

Date: Student: Project Title: Evaluators: Please record the initials of each student of the group in the appropriate space for each criterion.

Exemplary Satisfactory Developing Unsatisfactory Not Submitted

Score 4 3 2 1 0

COMMUNICATION SKILLS Volume, Tone, Articulation

Eye Contact Poise, Confidence, Enthusiasm

Standard English Prescribed Time Guidelines

Attire Visual Aids/ Slide Show

CONTENT AND COHERENCE Defines Main Idea Organization Supporting Details

SELF REFLECTION Self Reflection

EXTEMPORANEOUS RESPONSES Extemporaneous Responses

TOTAL SCORE

Comments: Evaluator’s Name [print]: Evaluator’s Signature: Date: