All SIPs, including the one-credit experiential-based research SIP, is partially assessed based on the number of pages generated. Naturally the goal of this requirement is not to encourage the student to include inappropriate material or unnecessary points, or to use excessively complex or flowery language and sentence structure, rather the objective is to ensure a careful and thorough examination of your chosen topic. Charts, graphs, or tables should be incorporated within the body of the SIP if, and only if, they are deemed relevant to explain or illustrate concepts, theories, or hypotheses that are used in the It is important these graphs, tables and charts are placed strategically, generally in the immediate vicinity of the ideas, theories or hypothesis that they are expected to illustrate. All other graphs, charts and tables should be relegated to the appendices. Graphs, tables, and charts should not be used for the sole purpose of inflating the page number of the SIP. 7. SIP GRADE Based on the rubric provided below, your SIP will be assigned a grade as follows: CREDIT Student receives a score of 14 or more for the total project. NO CREDIT Student receives a score of 13 or less for the total project. Score Level 4 Superior The entire SIP process and product is well organized. Chapters are exceptionally supported, and help the reader understand the student’s revolving awareness and process of learning. Reflective and insightful that analyzes SIP in terms of capstone experience. A plethora of sources from various types, correctly cited and used throughout the SIP A unique SIP in many different ways, as compared to all SIPs, we’ve read at Kalamazoo College, and passion for the subject is obvious. Level 3 Strong Strong Intro and Conclusion. All of the chapters are adequately supported through research and resources and properly cited. Student uses many sources, especially the most current scholarship and mixes and uses all of the sources in an integrated fashion. The student’s body of work is innovative and unique. Level 2 Adequate Short, but not especially thoughtful intros/conclusions; chapters are divided in a logical manner. Student met every step in a timely manner. The minimum – a perfunctory bibliography, uses info from personal experience, but does not go beyond the “Google level”. Often relies heavily on just a few sources. Reports “what I did” on just an internship rather than expanding on a larger theme. The work is effective and original within its own context.
Level 1 Poor Very little. Chapter divisions don’t make sense, no intro or conclusion. The process of the SIP even before the writing is poorly conceived or rushed. Poor outline, non-existent bibliography. Very little. Student relies on own opinion and “personal take” rather than any sort of research. Minimal amount. Level 0 Unacceptable Poor, or no outline, Poor or no bibliography, does not make missing required components or other None, or almost none Very little to none: “here’s what I did on my internship” Category ORGANIZATON RESEARCH CREATIVITY & ORIGINALITY Level 4 Superior This student maintained and could articulate a clear vision of next steps and final body of work throughout the process. Student creates his or her own timeline and sticks to it or exceeds it with early work or “extra The student took initiative throughout the process to create a positive outcome. As far as the SIP adviser is concerned, the SIP “runs itself”. SIP meetings may consist of the student reporting a new direction since the last meeting. Level 3 Strong I SIP meetings, the student listens and communicates well with SIP advisor and others involved in the SIP. Every single deadline Is met. The student is the author of the SIP with limited guidance.
Level 2 Adequate The student communicates well enough to accomplish the project. Student may not always be able to articulate to the SIP advisor where she is on the project. Student will make most deadlines, but may miss a few (especially early on with bibliography or outline). The student meets the minimum requirements of the steps in the SIP process, which were set by communicating with SIP Advisor, with at least one instance of forging on her/his own inspired work. Level 1 Poor The student communicated poorly with his or her SIP advisor as well as others on the project. All or many deadlines missed, with student contacting advisor last minute asking for extensions or making excuses. The student barely meets the minimum requirements of the steps in the SIP process, which are always set by the SIP Advisor. Level 0 Unacceptable Failure to communicate in one or more areas. Did not take initiative in communication. None. Every deadline was missed. SIP advisor prompts or drags the student through the entire process. Category COMMUNICATION TIMELINESS MOTIVATION, ABILITY TO INDEPENDENTLY WORK 9. REFERENCING AND QUOTATIONS When referencing an author in the body of your SIP, you should give the author’s last name, followed by the year of publication In a recent study, Moore (1996) claims that the money supply process under the gold standard behaved pretty much like neoclassical theory predicts: the quantity of money in the circulation was dictated by the stock of gold at any point in time. If you reproduce a or a diagram, or simply extract some data from a table or a diagram, you must acknowledge the source. It is best to place this information directly below the table or diagram