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RI: Drug Courts
Spring 2017 Wednesdays and Fridays 12:30 pm1:50 pm
鶹ƷƵ, Boca Campus
Instructor: Lincoln B. Sloas, Ph.D.
Office: SO 221
Telephone: 561-297-3243
Email: HYPERLINK "mailto:lsloas@fau.edu" lsloas@fau.edu (best way to reach me)
Office Hours: Wednesdays and Fridays 10:00 am11:00 am; by appointment
Credit Hours: 3
COURSE DESCRIPTION AND OBJECTIVES
This course provides an in-depth examination of the historical and contemporary use of drug courts in the U.S. The course focuses on the philosophies, practices and procedures of drugand other problem solvingcourts and the people treated by and working within them. An important premise of the course is that social conditions both effect and are affected by societal choices regarding what is right and wrong, moral and immoral, good and bad and worthy of punishment or not. We will cover many topic areas related to drug courts paying particular attention to the organizational, legal, political, and social contexts surrounding these courts. We will delve into the research in this area using scholarly articles and book chapters, documentaries, guest speaker(s) or films, and courtroom observation. Critical thinking and open discussion are necessary and required components of the course.
PREREQUISITE
CCJ 4700: Methods of Research in Criminal Justice
SYNTHESIS COURSE
Synthesis courses strive to expand students ability to master new content, think critically, and develop life-long learning skills across the disciplines. Upon completing this course, students will be able to:
Communicate effectively in both oral and written forms, applying appropriate rhetorical standards (e.g. audience adaptation, language, argument, organization, evidence, etc.)
Connect issues in a given field to wider intellectual, community or societal concerns using perspectives from two or more disciplines.
Apply critical thinking skills to:
Evaluate the quality, credibility and limitations of an argument or a solution using appropriate evidence or resources AND
Judge the quality or value of an idea, work, or principle based on appropriate analytics and standards.
RESEARCH INTENSIVE COURSE DESIGNATION (RI) AND REQUIREMENTS
This course contains an assignment or multiple assignments designed to help students conduct research and inquiry at an intense level. If this class is selected to participate in the university-wide assessment program, students will be asked to complete a consent form and submit electronically some of their research assignments for review. Visit the Office of Undergraduate Research and Inquiry (OURI) for additional opportunities and information at HYPERLINK "http://www.fau.edu/ouri" http://www.fau.edu/ouri.
STUDENT LEARNING OUTCOMES
Research projects are expected to achieve all six of the following Student Learning Outcomes (SLOs):
SLO 1: Knowledge.
You will demonstrate content knowledge, core principles, and skills.
SLO 2: Formulate Questions.
You will select a research question to address fundamental principles and knowledge in a manner appropriate to drug courts.
SLO 3: Plan of Action.
You will develop and implement a plan of action to address research questions.
SLO 4: Critical Thinking.
Students will apply critical thinking skills to evaluate information, your own work, and the work of others.
SLO 5: Ethical Conduct.
You will identify significant ethical issues in research and/or address them in practice.
SLO 6: Communication.
You will convey all aspects of your research (process and/or products) in appropriate formats, venues, and delivery methods.
How Assignments Facilitate the Assessment of Student Learning Outcomes:
Table 1: Integration of SLOs and Assignments
SLOsAssignment Requirements and AssessmentsSLO 1: KnowledgeKnowledge of the philosophies, practices, and procedures of drug courts and writing in the social sciences will be demonstrated by assignments and in-class exercises. The successful completion of assignments also requires information literacy and the abilities to identify, assess, and report roles and responsibilities of drug court officials through primary research methods. Students will demonstrate knowledge of qualitative research by observing both a drug court and a pre-recorded interview with drug court officials. These will serve as data points they will then use to analyze. Successful students will have demonstrated knowledge of literature synthesis, data collection, analysis, and interpretation through research based projects. SLO 2: Formulate QuestionsStudents will use original research to answer one of six research questions. The research questions are meant to give students a guiding framework to begin their research exploration. Questions can be adapted and elaborated on by students. Additionally, student can develop their own questions with assistance from the instructor. Upon selecting a research question, students will use their interview data and observation data to address their question. Students will also use their research question to develop their literature review. For example, the research question will help students zero in on specific bodies of literature by previous scholars and what they found in their studies. SLO 3: Plan of ActionStudents will produce a final research paper that: 1) is similar to a traditional academic article, including an introduction, review of literature, presentation of original data as findings with discussion and implications for research and practice and a conclusion. To accomplish this, each student will participate in a writing lab that will assist them in: 1) selecting a research question; 2) writing literature reviews; 3) collecting interview and observation notes; and 4) analyzing, interpreting, and writing up findings to support their research question. To collect interview notes and observation notes, students will listen to pre-recorded interviews with drug court officials and will be required to attend one drug court session. During a writing lab session, students will be introduced to qualitative data methods including guidelines for collecting interview and observation notes. Once all notes are collected, students will begin the analysis of their data including coding and analyzing of the qualitative data. For example, students will learn how to code for themes from their data including behavior/actions that help address their research question. SLO 4: Critical ThinkingStudents will demonstrate critical thinking skills by: 1) communicating effectively in both oral and written forms, applying appropriate rhetorical standards (e.g., audience adaption, language, argument, organization, evidence, etc.); 2) connecting issues in a given field to wider intellectual, community, or societal concerns using perspectives from two or more disciplines; 3) evaluating the quality, credibility, and limitations of an argument or a solution using appropriate evidence or resources; and 4) judging the quality or value of an idea, work, or principle based on appropriate analytics and standards.SLO 5: Ethical ConductAdherence to FAUs Academic Integrity policy and APA standards will be evaluated to assess ethical conduct. Since students will engage in interviews and observations of drug court participants, qualitative research strategies will be discussed including how to collect field notes and conduct semi-structured interviews. Additionally, students will be required to complete the responsible conduct of research (RCR) certificate through the CITI training of academic research online at HYPERLINK "http://www.fau.edu/graduate/events/citi-training.php" http://www.fau.edu/graduate/events/citi-training.php. Students are also encouraged to attend 鶹ƷƵOURI workshops on topics related to responsible conduct of research. Information on OURI workshops can be found here HYPERLINK "http://www.fau.edu/ouri/student_workshops.php" http://www.fau.edu/ouri/student_workshops.php. SLO 6: CommunicationAs part of graded requirements, students will be required to write and present their final research papers. The presentation of final papers will be done in a group setting. Students will work in teams of 4 to 7 (grouped according to research question). Groups will combine their results and present a holistic answer to their research question that includes data from every members interview and observation notes. Groups will create a collaborative PowerPoint presentation to present to the class. Presentations will focus primarily on data/findings.
NATURE OF COURSE DELIVERY
Students meet with the course professor twice weekly in-person in a 鶹ƷƵclassroom. The course lectures cover the substantive materials for the course (e.g. information regarding drug court history, design, roles and outcomes). Students also participate in a writing lab. In the writing lab, students will read some materials available on our course blackboard site and engage in discussions and activities through the following:
Instructor provided materials and demonstrations
Readings and research
Peer reviews and discussions
Activities and assignments
A final research paper
COURSE READINGS
The readings complement and supplement the lecture material and to serve as the basis for discussions. Therefore, you should complete the readings before the assigned class session, in order to gain maximum benefit from the lectures. There are two sources of required readings: the Mackinem & Higgins book and a series of scholarly readings available in PDF format via blackboard.
Books
The following reading is available in the 鶹ƷƵBookstore.
Mackinem, Mitchell B. & Paul Higgins. 2008. Drug Court: Constructing the Moral Identity of
Drug Offenders. Springfield, IL: Charles C. Thomas Publishers.
Additional readings in PDF format
In addition to the text, there are required readings assembled on the course blackboard page. To access these readings, go to our blackboard page and scroll down until you see the course readings section. All readings are in PDF format requiring you to have Adobe Acrobat Reader on your computer. You can read the readings on the screen or you can print them out. We note these readings below by marking them PDF.
Readings are listed by author name and year in the schedule below. A full reference list is included below.
Belenko, Steven, Fabrikant, Nicole and Nicole Wolff (2011). The Long Road to Treatment: Models of Screening and Admission into Drug Courts Journal of Criminal Justice & Behavior 38(12): 1222- 1244.
Berman, Greg & John Feinblatt. (2001). Problem-Solving: A Brief Primer Law & Policy 23(2): 125-141.
Boldt, Richard & Jana Singer. (2006). Juristocracy in the trenches: Problem solving judges and therapeutic jurisprudence in drug treatment courts and unified family courts. Maryland Law Review, 65:82-99.
Bryan, Valerie, Hiller, Matthew and Carl Leukfeld (2006). A Qualitative Examination of the Juvenile Drug Court Treatment Process Journal of Social Work Practice in the Addictions 6(4): 91-115.
Burns, Stacy & Mark Peyrot. (2003). Tough love: Nurturing and coercing responsibility and recovery in CA drug courts. Social Problems, 50(3): 416-438.
Butts, Jeffery. (2001). Introduction: Problem Solving Courts Law & Policy 23(2): 121-124.
Carter, W. Craig and Donald Barker (2011). Does Completion of Drug Court Deter Adult Criminality Journal of Social Work Practice in Addictions 11:181193.
Client Contracts for CARE and GRIP
Coyler, Corey. (2007). Innovation and discretion: The drug court as people processing institution. Criminal Justice Policy Review, 18(3): 313-329.
Denney, Andrew and Richard Tewksbury (In press). How to Write a Literature Review Journal of Criminal Justice Education 1-17 (online first look).
Eaton & Kaufman In problem solving court, judges turn therapist. NYT article
Faris, Jeralyn, Miller, JoAnn & The Honorable Donald Johnson. Words, words, words: Distinctions and differences. In Miller & Johnsons Problem Solving Courts: A Measure of Justice, pp. 119-124.
King, Michael. (2008). Problem solving court judging, therapeutic jurisprudence and transformational leadership. Journal of Judicial Administration, 17:155-177.
Machinem, Mitchell & Paul Higgins. (2007). Tell Me About the Test Journal of Contemporary Ethnography 36(3): 223-251.
Maruna, Shadd & Thomas LeBel. (2003). Welcome Home? Examining the Reentry Court Concept from a Strengths Based Perspective Western Criminology Review 4(2): 91-107.
Moore, Marlee & Virginia Hiday. (2006). Mental health court outcomes: A comparison of re-arrest and re- arrest severity between MH court and traditional court participants. Law & Human Behavior, 30:659-674.
National Association of Drug Court Professionals Defining Drug Courts: The Key Components.
Peters, Roger & Mary Murrin. (2000). Effectiveness of Treatment-Based Drug Courts in Reducing Criminal Recidivism Criminal Justice and Behavior 27(1): 72-96.
Portillo, Shannon, Danielle Rudes, Jill Viglione, Matthew Nelson and Faye Taxman. (2013). Front- Stage Stars and Backstage Producers: The Role of Judges in Problem-Solving Courts Victims & Offenders.
Quinn, Mae. (2001). Whos team am I on anyway? Musings of a PD about drug treatment court practice. NYU Review of Law & Social Change, 26:37-76.
Reisig, Michael. (2002). The difficult role of defense attorneys in a post-adjudication drug treatment court: Accommodating therapeutic jurisprudence and due process. Reprinted with permission ofCriminal Law Bulletin.
Rottman, David & Pamela Casey. (1999). Therapeutic Jurisprudence and the emergence of problem solving courts National Institute of Justice Journal July: 13-19.
Rudes, Danielle S. & Shannon Portillo (In Press). Roles & Power within Federal Problem-Solving Courtroom Workgroups Law & Policy.
Sheidow, Ashli et. Al. (2012) Money Matters: Cost-Effectiveness of Juvenile Drug Court with and without Evidence-Based Treatments Journal of Child & Adolescent Substance Abuse 21:69-90.
Shomade, Salmon A. (2010). Case disposition in the drug court: Who is the most central actor. The Justice System Journal, 31(1): 74-96.
Taxman, Faye & Jeffery Bouffard. (2002). Treatment Inside the Drug Treatment Court Substance 37(12): 1665-1688.
Wilson, David, Ojmarrh Mitchell & Doris Mackenzie. 2006. A systematic review of drug court effects on recidivism. Journal of Experimental Criminology, 2:459-487
Winick, Bruce. (2002). Therapeutic jurisprudence and problem solving courts. Fordham Law Journal, 30:1055-1104.
Wolfinger, Nicholas. (2002). On writing fieldnotes: Collection strategies and background expectancies. Qualitative Research, 2:85-96.
Course Schedule:*
*The syllabus is subject to change.
WeekReadingsLectureLabAssignment1/11 & 1/13Machinem & Higgins Chapter 1Introduction to the course and writing labNo class1/18 & 1/20Butts (2001)
Berman & Feinblatt (2001)
Rottman & Casey (1999)
Winick (2002)Historical and Legal Developments in Drug Courts Reading academic articles & note takingLab Activity #11/25 & 1/27Wolfinger (2002)
Denney & Tewksbury (in press)
Bryan et al. (2006)
Shomade (2010)Building an Academic Argument Qualitative Research Methods Developing Research Questions
Ethics in ResearchLab Activity #2
Select Research Question
2/1 & 2/3Boldt & Singer (2006)
Eaton & Kaufman (NYT article)
King (2008)
Portillo et al. (2013)Judges in Drug Courts Building your academic argument Lab Activity #32/8 & 2/10Coyler (2007)
Sheidow et al. (2012)No class Court Observation Day (a list of courts and instructions is available on Blackboard)Writing Literature Reviews 2/15 & 2/17Wilson et al. (2006)
Faris et al.Guest speaker or film
Quiz #1Writing Literature Reviews Cont. Lab Activity #4
Observation Notes due via Blackboard by midnight 2/172/22 & 2/24NADCP piece
Taxman & Bouffard (2002)
Burns & Peyrot (2003)
Rudes & Portillo (in press)Treatment Providers and Probation Officers Finding academic sources Lab Activity #5
Interview or film notes due via Blackboard by midnight 2/243/1 & 3/3Machinem & Higgins Chapters 3, 4, and 5
Peters & Murrin (2000)
Machinem & Higgins (2007)Clients in Drug Courts Academic PresentationsLab Activity #63/8 & 3/10Spring breakclasses do not meet3/15 & 3/17Quinn (2001)
Reisig (2002)
Belenko et al. (2011)Attorneys in Drug Courts Peer Reviews Bring Literature Review to Labpeer review 3/22 & 3/24Client contracts for CARE and GRIP
Maruna & LeBel (2003)
Moore & Hiday (2006)
Carter & Barker (2011)Problem-Solving Courts
Quiz #2Data Analysis Lab Activity #7
Literature Review due via Blackboard by midnight 3/243/29 & 3/31NONEPresenting a whole research project Writing Findings Sections Lab Activity #84/5 & 4/7NONEWrap Up Peer Reviews Bring Findings Section to Labpeer review 4/12 & 4/14NONEAcademic PresentationsAcademic PresentationsFindings Section due via Blackboard by midnight 4/144/19 & 4/21NONEWriting Introductions and Conclusions Reflexive WritingLab Activity #9
Lab Activity #10 4/28NONEOptional One-on-One WorkshopsOptional One-on-One WorkshopsFinal Paper due via Blackboard 4/28 by 5:00 pm
LECTURES
You are strongly encouraged to attend all lectures. The material covered is different from assigned readings and is not distributed outside class.
GRADING
Your final grade will be calculated as follows (total 100 points).
Points: % of Grade:
Quizzes (2 @ 5 pts each) 10 points 10%
Writing Lab Exercises (10 @ 3 pts each) 30 points 30%
Interview or film Notes 5 points 5%*
Observation Notes 5 points 5%*
Literature Review Draft 5 points 5%*
Peer Reviews (2x @ 5 pts each) 10 points 10%
Findings Section Draft 5 points 5%*
Academic Presentation (group grade) 10 points 10%*
Final Paper 20 points 20%*
Total 100 points 100%
*Items marked with an asterisk constitute the research intensive assignments for the course. These total 50% of your total course grade.
Grading Scale
93-100 = A 86.5-89.9 = B+ 76.5-79.9 = C+ 60-69.9 D
90-92.9 A- 83.5-86.4 = B 73.5-76.4 = C <59.9-- F
80-83.4 = B- 70-73.4 = C-
ACADEMIC INTEGRITY
I am a strong advocate in upholding and enforcing the rules against cheating, dishonest conduct, plagiarism, and collusion. Information regarding 鶹ƷƵs policy on academic honesty can be found within 鶹ƷƵs Honor Code. It is available online at HYPERLINK "http://www.fau.edu/regulations/chapter4/4.001_Code_of_Academic_Integrity.pdf" \t "_blank" http://www.fau.edu/regulations/chapter4/4.001_Code_of_Academic_Integrity.pdfRemember, plagiarism includes directly quoting or taking someone elses idea(s) and claiming them as your owneven if it were unintentional.
Students with Disabilities
In compliance with the Americans with Disabilities Act Amendments Act (ADAAA), students who require reasonable accommodations due to disability to properly execute coursework must register with Student Accessibility Services (SAS)in Boca Raton, SU 133 (561.297.3880); in Davie, LA 131 (954.236.1222); or in Jupiter, SR 110 (561.799.8585)and follow all SAS procedures (see HYPERLINK "http://www.fau.edu/sas/" http://www.fau.edu/sas/ for procedures and forms).
Add and Drop Deadlines for Classes
Last day to add/drop course without consequences (Full-semester course): January 1314, 2017
Last day to do a complete withdrawal and receive 25% tuition adjustment (Full-semester course): February 6, 2017
Last day to drop without receiving an F in the course April 7, 2017
ASSIGNMENTS
Quizzes
There will be 2 fifteen-minute quizzes during the course. The purpose of the quizzes is three-fold: 1) to assess your understanding of the class material; 2) to make sure that you stay on top of the readings and lecture, and 3) to encourage you to attend class. Quizzes are scheduled in advance and the only excuse for missing a quiz is documented illness, family emergency, or a university-sanctioned excuse. The quizzes will start promptly at the beginning of class and will be collected exactly 15 minutes later. If you come late, you will only have partial time to complete the quiz. If you miss a quiz and have the proper excuse documentation you will be given a different version of a quiz that you will take for 15 minutes after class on the day you return or during your instructors office hours if you prearrange this. Note also that quizzes cover all lecture and class material up to the day that the quiz is given. They do not cover the readings that were assigned on the same day the quiz is given. Those readings are used to create quiz questions for the next quiz. Quiz days are 2/15 and 3/22.
Observation Notes [your data]
You are required to observe one problem solving court session during the first half of the semester; specific courts and instructions are posted on blackboard. There is no page minimum or maximum for this assignment, but the more you write; the more data youll have to analyze for your final paper. Include as much detail as possible. The notes must be typed, with black text in Times New Roman font, double-spaced with 1-inch margins on all sides. These notes are due via blackboard by midnight on 2/17.
Interview or Film Notes [more of your data]
During your writing lab you will be discussing the methods of interviewing individuals/groups and observing social scenes for the purposes of data collection. Subsequently, you will engage in one in-class interview or film with individuals with knowledge of drug court processes and procedures. From this interview or film you will develop a set of your own notes that you will use as data for your final paper. In order for you to get credit for participating in this assignment, you must turn in typed notes for the guest speaker interview or film. The notes are due via blackboard by midnight on 2/24. There is no page minimum or maximum for this assignment, but the more you write; the more data youll have to analyze for your final paper. Include as much detail as possible. The notes must be typed, with black text in Times New Roman font, double-spaced with 1-inch margins on all sides.
Academic Presentations
Students will work in teams of 4 to 7 (grouped according to research question). Group sizes will depend on the size of the class to ensure no more than 10 presentations. Groups will combine their results and present a holistic answer to their research question that includes data from every members interview or film and/or observation notes. Groups will create a collaborative PowerPoint presentation to present to the class. On 4/12 and 4/14, each group will present their PowerPoint (with all group members participating in the presentation). All presentations will take no more than five to seven minutes and will focus primarily on data/findings. Each group member will be assessed by each other (see rubric for additional information regarding grading).
Final Paper (including all parts: intro, lit review, findings, conclusion, and references)
Goal: The final paper assignment is designed to facilitate your analysis and synthesis of the subject of drug courts. Your paper will incorporate independent research as well as interview or film and observation data from guest speakers or film and class court visits. The paper is similar to a traditional academic article, including an introduction, review of literature, presentation of original data as findings with discussion and implications for research and practice and a conclusion. The paper builds off of the smaller assignments throughout the semester, including a literature review and findings section that will be part of your writing lab assignments. All papers must be turned via blackboard. This paper is due by 5 p.m. April 28th. The due date for these papers is firm - no late papers will be accepted.
Review of Literature: Throughout the semester you will complete readings for class on drug courts, but as part of the final paper you must go beyond the class readings and seek out additional sources. We have provided a file of additional readings on our blackboard site. We also encourage you to look at the works cited in the class readings and use the assigned readings to snowball additional sources for your paper. You should also consult the 鶹ƷƵlibrary research databases and sources. Draft due via blackboard by midnight 3/24.
Findings: The findings section of your paper should incorporate your analysis of the guest speakers or film and courtroom observation done as part of the class. You will turn this section in prior to the final paper and review it prior to the final paper. But, the most polished and final version should be incorporated as part of your final paper. Draft due via blackboard by midnight 4/14.
Peer Reviews: Students will review each others papers and provide feedback and guidance as part of the writing lab. There are two peer reviews built into class time, one for the literature review and one for the findings section, but we encourage you to seek out additional opportunities for review, proof reading and editing. Bring a copy of lit review to Lab on 3/17 and a copy of findings section to Lab on 4/7.
Formatting and Stylistic Requirements
10-12 typed, double-spaced pages with 1-inch margins on all sides
Times New Roman, 12 point black font, numbered pages
In-text citation format, APA preferred (please consult the writing center and honor code if you have any questions about citation, we must report all incidents of plagiarism, even if they are unintentional)
Final Paper Grading Scale
A Well-organized, clear, and precise. Contains insights that go beyond the basic facts.
Analyzes and provides a synthesis of information in new, original ways. Judgments are critical and reflect an awareness of alternatives, social relations and historical perspective.
B Well-organized, coherent, technically sound, but provides little insight beyond basic data.
C To the point, content is perhaps relevant, but loosely organized. Not much detail. Imprecise. May have factual errors. Meets some, but not all, requirements.
D Provides some relevant material, but is generally weak in organization and understanding of ideas. Does not meet all requirements.
F May have some relevant material, but is weak in organization and understanding of ideas. Many errors, omissions and coherence problems. Does not meet requirements.
Writing Resources
These are helpful places that you can consult for input and assistance with your paper.
The 鶹ƷƵWriting Center. Very helpful and friendly people staff the writing center, and they can assist you at any stage of this assignment. There is on-line as well as walk-in help available. HYPERLINK "http://www.fau.edu/UCEW/" http://www.fau.edu/UCEW/
There are also numerous style guides at the library and on-line.
Your instructor is more than willing to meet with you and discuss drafts of your work; however, we will not fully type-edit your papers in hard copy or via email.
鶹ƷƵs Undergraduate Research Symposium
Students are encouraged to submit their research projects to the Undergraduate Research Symposium held at 鶹ƷƵ (Boca Raton campus) each Spring semester. Use the following link for more information: HYPERLINK "http://www.fau.edu/ouri/undergrad_symposium.php" http://www.fau.edu/ouri/undergrad_symposium.php.
Scoring Sheet for Writing Assessment
1. Purpose
Addresses the assignment question/issue
Introduction: provides clear sense of content/topic
Introduction engages reader (has a hook)
Clear statement of position
Engages readers interest
Appropriate to audience
Presentation (form/genre) is appropriate
Appropriate voice/tone
Highly Competent [] Competent [] Emerging Competence [] Not Competent []
2. Structure of argument
Logical flow of introduction with purpose explicit somewhere in the introduction
Has a consistent and logical argument
Organization: well-organized flow, repetition of key words, topic sentences, transitions between paragraphs
Conceptual sophistication/style reflects complexity of thought
Accurate use of headings as appropriate
Highly Competent [] Competent [] Emerging Competence [] Not Competent []
3. Support of Argument
Demonstrates knowledge of material
Sources used appropriately to support points
Sources integrated into arguments
Includes empirical/reality-based evidence (quantitative or qualitative) as appropriate
Balanced treatment of ideas/issues
Highly Competent [] Competent [] Emerging Competence [] Not Competent []
4. Writing Mechanics
Documentation and citation: sufficient and consistent, including one style of citation used adequately and
correctly throughout the paper; adequate number of sources referenced; paraphrases and quotations used
appropriately and fully cited. Correct incorporation of citation at the sentence level.
Understands how to construct sentences/paragraphs
Word choice, syntax, grammar, spelling, and punctuation
Uses consistent voice and tone
Appropriate use of first person
Uses active voice
Avoids contractions, slang, vague pronouns
Highly Competent [] Competent [] Emerging Competence [] Not Competent []
5. Independent Thought
Develops own line of reasoning and/or applies knowledge
Synthesizes knowledge, not just regurgitation or summary
Provides interesting/valuable insights
Highly Competent [] Competent [] Emerging Competence [] Not Competent []
OVERALL SCORE
Highly Competent [] Competent [] Emerging Competence [] Not Competent []
Late assignments will not be accepted without proper documentation.
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