RESEARCH PAPER General Description:
Students will be able to effectively demonstrate understanding of a concept, apply critical thinking relative to their field of study, and to write a research paper related to their field of study which states a thesis and leads to a conclusion. Because of the interdisciplinary scope of this degree, individual research papers vary greatly. The paper should consist of academic research that illustrates the extent to which you can synthesize, analyze, and compile information gleaned from scholarly sources in a thoughtful and professional manner. It is not merely a collection of facts, it is a thesis-based, argumentative research paper. The topic should be consistent with your field of study.
Write a seven to ten page paper describing how, based on your area(s) of study, you might intervene to solve a problem or be helpful in the disaster scenario given. Be sure to utilize the best practice in your given field(s) with evidence from a minimum of five peer-reviewed journals as you describe how you would intervene to solve a problem or what you would do to be helpful in the scenario. You may add to the scenario; however, you may not ignore any of the circumstances presented.
As the final step in your research paper, you are asked to reflect on the assignment as a learning tool and as a means of presenting your learning in your field of study.
Specifics:
- Paper Length – 7 to 10 pages
- A minimum of 5 professional (peer-reviewed, not a magazines) journal articles must be used to give supporting evidence as a basis for your intervention.
- Use APA formatting for your paper or select and communicate any alternative formatting that your field of study requires.
- Check spelling and grammar!
- If appropriate, please discuss any ethical dilemmas that may need to be considered and how you would handle it.
- Complete a final portion of the paper entitled Reflections.
- See both grading rubrics.
DISASTER SCENARIO PART I On the following pages you will find a scenario of a disaster that is occurring in your community. You are to interject yourself into the scenario at any point in the discussion.
Describe what you will do to use your expertise that you have gained in your field of study.
Use your research as supportive evidence to justify your decisions.
Remember to review the grading rubrics and watch your spelling and grammar!
PART II The final portion should be entitled Reflections.
Reflect on the assignment as a learning tool and as a means of presenting your learning in your field of study. Assess your performance, including your strengths and weaknesses, in completing the assignment.
Finally, please include your opinion of the class, what was beneficial and what was a waste of time. Also, recommendations for the class in the future will be appreciated.
DISASTER SCENARIO VNN ANCHOR Good evening and welcome to VNN. Breaking news. Streets without power. Millions without lights. A sudden and devastating blackout left many of our neighboring counties, cities, and towns in the dark. The surrounding region is at a standstill and a 911 outage emergency is in effect. Local officials are scrambling to get emergency info to millions of homes that now have no TV or internet services. So far the blackout has not affected our immediate area, but local officials are preparing for the worst and are urging every citizen to prepare their homes, businesses, and families for a possible loss of power. Even without the cover of darkness, the local community is already feeling the impact as transportation in the region has been crippled. Reports are in that the airport’s back‐up power failed, leaving the control tower and ticketing systems inoperable. At least 475 outbound flights were cancelled and inbound flights were diverted leaving thousands of passengers stranded. Subways, light rails, and other public transportation operating from electricity were shut down. 911 systems, while operable, are overwhelmed by volumes of calls from residents trapped in elevators and train cars. Cell phone service is taking a big hit as providers are struggling to restore service after back‐up power sources failed. Several gas stations are closed, so motorists are running out of gas, leaving stalled vehicles along the highway already clogged with pedestrians forced to walk long distances home. No one knows the exact cause of the outage at this time and the theories are numerous. Politicians point to gross mismanagement of power systems. Some officials suspect a possible act of terrorism, while others blame a mild earthquake and warn that a larger earthquake could be imminent. Although the jury is still out on the cause, the verdict is in on the resulting effect: complete and total chaos. And this disaster couldn’t have come at a worse time. Temperatures have reached record highs this week and people desperate for relief, are running cooling units which are draining an already strained power grid. Officials are asking local residents to conserve power whenever possible, but Health officials warn that the elderly, infirm and families with infants can be especially vulnerable to the scorching heat. Police are urging residents to stay home and off the roadways whenever possible, to keep the roads clear for emergency responders to reroute to assist our neighbors. Stay tuned for more updates on this devastating situation.
Later:
VNN ANCHOR: Good morning. Breaking news from VNN radio. The Governor has declared a state of emergency as the chaos arrives at our front door. Local residents are now without power adding to the tens of millions who already lost power nearly 24 hours ago. Our studio here at VNN is operating on generator power as are many hospitals and critical infrastructure. Officials are asking building owners to conserve fuel and to only operate essential services. Gas stations that remain open are reporting long lines at pumps across the regions, and some stations have pushed up prices. A boil water advisory is in effect for the area due to the loss of power in sewer centers and decontamination facilities. Essential government is operating, but asks that all non‐essential government employees remain at home. Many private corporations and small businesses are encouraging their employees to do the same. Still no final word on the cause of the disaster as experts and officials continue to issue conflicting reports. All that is certain is that unspecified operating errors at one or more power generating facilities have resulted in power outages of massive proportions. We have reports of a number of deaths overnight from fires in homes that were likely caused by the use of candles or the improper use of generators. To add to this grim news, meteorologists issued a one two‐punch this morning with an ominous weather forecast. High heat will persist late into the afternoon, forcing millions suffering from the heat wave to get by without cooling units. A cold front is then expected to sweep across the area in the early evening bringing with it, its own threat of possible severe storms. If that’s not enough, Health officials warn that a more immediate threat could be right in our homes. Power outages could cause bacteria outbreaks in refrigerated food and officials suggest that when in doubt, throw food out. Police are still struggling to get emergency information to powerless residents and the local government is offering these blackout and heat wave safety tips: boil water before drinking it, wear light‐colored loose fitting clothing, avoid strenuous activities, and check in on elderly relatives and neighbors. Stay tuned right here at VNN for more updates and advisories.
Even Later:
ALERT TEXT: Severe Thunderstorm Warning and Tornado Watch in effect until 8:00 p m. Cold front approaching, wind gusts to 60 mph, possible downpours and hail. Stay indoors or seek shelter.
VNN ANCHOR: Good morning. This is VNN. Relief at last. It’s been five days since the blackout first struck our region and power has finally been restored to at least 89% of the region. City officials cannot predict when full power will be restored, but report that two thirds of the region’s traffic lights are now operable. Drivers are cautioned to treat stop signs as four way stops and minimize travel whenever possible as cleanup crews are still working to clear fallen trees and other debris from the roadways. Public transportation is now running, but operating on a modified schedule. Major wireless providers are reporting that voice and data networks are 82% operational, but are suggesting that customers with full service use their cell phones sparingly until the networks are fully restored. The region is reviving slowly, but things are far from normal. Thousands of displaced residents remain in emergency shelters and many of those, who were victims to home fires or storm damage, are now permanently displaced. Millions are still under a boil water advisory and raw sewage and industrial chemicals from failed treatment facilities have polluted natural waterways and beaches. The looming question is, what will the financial impact of the blackout be? Although it is too early to predict the final costs, all signs point to a long recovery. Major retailers including grocery stores are feeling the bite. Hundreds of stores, forced to close, lost millions of dollars in revenues on top of the millions in spoiled produce, meats and frozen goods. And while the lights are on at many businesses, the future is not so bright for many employees. Some companies will operate with limited staff only as they await deliveries and supplies. Local economic development officials fear as many as 10% of small businesses many not be able to recover and might shut their doors forever. As for the cause of the blackout, officials remain in the dark, but a joint public‐private taskforce chaired by the US Energy Secretary has been formed to investigate. The local government has promised to fight to uncover the truth behind this catastrophe, and to ensure that it never happens again.
(The above scenario was taken from a FEMA workshop)
Holistic Grading Scale A A model paper, excelling in thoughtful treatment of subject, careful attention to all aspects of the essay, and attention to language
—An unusual, original, or imaginative idea
—Develops/supports idea with exactness, lively verbs, examples, concrete details
—A sense of completeness/rightness felt about the whole
—Forceful language conveys personal style, a genuine voice
—Thesis clearly presents all elements of topic
—Topic sentences and paragraph patterns reflect organization
—Interest-catching introduction sets stage, gives background
—Conclusion stimulates further thought, shows significance
—Contains such positive elements as effective transitions; parallel structure; varied
sentence beginnings, lengths, and types
—Grammar, punctuation, spelling almost always correct
—Any required sources are appropriate to the topic, reliable, and used effectively, showing evidence of the writer’s
thoughtful and extensive research process
B An interesting piece, effective in the handling of topic, showing above-average skills in developing an idea
—Idea developed with relevant points
—General statements supported with a number of specific details
—Clear thesis and focus maintained throughout
—Organization evident and easy to follow
—Effective introduction, imaginative transition, thoughtful conclusion
—Evidence of revision shows in some variety, paragraph structure, specific details, vocabulary
—Some elements distract from the mostly favorable impression
—Any required sources are appropriate to the topic, reliable, and used mostly effectively
C A competent piece of work, showing ability to select an idea, to present it in adequate detail, and to couch it in standard written English
—Conveys the thought adequately
—Evidence of efforts to provide some specific details and examples in developing generalizations
—Thesis and plan evident
—Basic introduction and conclusion may follow a "formula"
—Logical transitions
—Efforts to revise apparent in some sentence variety and vocabulary
—Generally correct sentence structure and spelling
—Minor mechanical errors show paper less carefully proofread than A or B paper
—Any required sources are used to support the topic, but some issues may be present such as limited treatment of
sources, variation and/or reliability of sources, or formatting of in-text citations and Works Cited
D or F Shows a lack of experience or insufficient attention to the development of the topic and to standard written English
—Idea only slightly formed
—Many generalizations supported by few, if any, specifics or concrete details
—Thesis not clear or not present, perhaps because task or topic not understood
—Main points merge with numerous generalizations
—Little or no attention to introduction, transitions, conclusion
—Numerous spelling errors, misused words, mechanical problems, and sentence faults
—Language inappropriate, used as informally as casual speech
—If sources are required, the paper uses no sources, uses too few sources, or otherwise uses the sources ineffectively,
such as misrepresenting the source’s main ideas, not introducing the sources, or listing sources in Works Cited but
not citing them in the paper or vice versa
| Integrative Learning Rubric for student papers | |
Definition Integrative learning is an understanding and a disposition that a student builds across the curriculum and cocurriculum, from making simple connections among ideas and experiences to synthesizing and transferring learning to new, complex situations within and beyond the campus.
Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance. | | Capstone 4 | Milestones 3 2 | Benchmark 1 | Does Not Reach Benchmark 0 |
| Connections to Experience Connects relevant experience and academic knowledge | Meaningfully synthesizes connections among experiences outside of the formal classroom (including life experiences and academic experiences such as internships and travel abroad) to deepen understanding of fields of study and to broaden own points of view.
The student’s paper includes all 5 or more articles pinpointing concepts put forward. | Effectively selects and develops examples of life experiences, drawn from a variety of contexts (e.g., family life, artistic participation, civic involvement, work experience), to illuminate concepts/theories/frameworks of fields of study.
The student’s paper includes 3 or 4 articles that pinpoint concepts and 1 or 2 more generally relate to concepts. | Compares life experiences and academic knowledge to infer differences, as well as similarities, and acknowledge perspectives other than own.
The student’s paper includes 2 articles that pinpoint concepts and 3 more generally relate to concepts. | Identifies connections between life experiences and those academic texts and ideas perceived as similar and related to own interests.
Includes 5 peer reviewed articles that generally relate to concepts put forth. | Does not identify connections between life experiences and those academic texts and ideas perceived as similar and related to own interests.
The student’s paper does not include 5 peer reviewed articles that generally relate to concepts put forth. |
| Connections to Discipline Sees (makes) connections across disciplines, perspectives | Independently creates wholes out of multiple parts (synthesizes) or draws conclusions by combining examples, facts, or theories from more than one field of study or perspective. | Independently connects examples, facts, or theories from more than one field of study or perspective. | When prompted, connects examples, facts, or theories from more than one field of study or perspective. | When prompted, presents examples, facts, or theories from more than one field of study or perspective. | Student does not present examples, facts, or theories from more than one field of study or perspective. |
| Transfer Adapts and applies skills, abilities, theories, or methodologies gained in one situation to new situations | Adapts and applies, independently,skills, abilities, theories, or methodologies gained in one situation to new situations to solve difficult problems or explore complex issues in original ways. This includes few or no errors, and the writing style is consistent with discipline. | Adapts and applies skills, abilities, theories, or methodologies gained in one situation to new situations to solve problems or explore issues. This may include some errors, but the writing style is consistent with discipline. | Uses skills, abilities, theories, or methodologies gained in one situation in a new situation to contribute to understanding of problems or issues. Although the paper may include somewhat fewer errors, the writing style is somewhat consistent with discipline. | Uses, in a basic way, skills, abilities, theories, or methodologies gained in one situation in a new situation. Although some errors, the writing style is somewhat consistent with discipline. | The student does not use, in even a basic way, skills, abilities, theories, or methodologies gained in one situation in a new situation.
Many errors and the writing style is inconsistent with discipline. |
| Integrated Communication | Fulfills the assignment(s) by choosing a format, language, or graph (or other visual representation) in ways that enhance meaning, making clear the interdependence of language and meaning, thought, and expression.
| Fulfills the assignment(s) by choosing a format, language, or graph (or other visual representation) to explicitly connect content and form, demonstrating awareness of purpose and audience.
| Fulfills the assignment(s) by choosing a format, language, or graph (or other visual representation) that connects in a basic way what is being communicated (content) with how it is said (form).
| Fulfills the assignment(s) (i.e. to produce an essay, a poster, a video, a PowerPoint presentation, chart, graph, etc.) in an appropriate form.
| Student’s paper does not include the addition of a visual aid and, therefore, includes no visual explanation. |
| Reflection and Self-Assessment Demonstrates a developing sense of self as a learner, building on prior experiences to respond to new and challenging contexts (may be evident in self-assessment, reflective, or creative work) | Envisions a future self (and possibly makes plans that build on past experiences that have occurred across multiple and diverse contexts). | Evaluates changes in own learning over time, recognizing complex contextual factors (e.g., works with ambiguity and risk, deals with frustration, considers ethical frameworks). | Articulates strengths and challenges (within specific performances or events) to increase effectiveness in different contexts (through increased self-awareness). | Describes own performances with general descriptors of success and failure. | Student does not describe their own performances with general descriptors of success and failure. |
