|COLLEGE OF EDUCATION, HUMANITIES, and BEHAVIORAL SCIENCES
Alabama A&M University
Normal, AL 35762
|Course Number||PED 511|
|Course Title||Science and Medicine in Sport|
|Class Days/Time||Monday – Thursday 0730 – 0850|
|Class Location||On-line / Virtual on ZOOM|
|Prerequisites||Admittance into Graduate School; or, by special permission from the professor,
Department Chair, appropriate Dean(s), and/or VP of Academic Affairs/Provost
|American Psychological Association. (2020). Publication Manual of the American Psychological Association (7th ed.). Washington, DC: American Psychological Association.|
|Professor||Dr. Terry Conkle|
|Office||29-U Elmore Gym (On NE corner/side of balcony)|
|Office Hours||By Appointment During Summer Term|
|Telephone number||256 – 372 – 5303|
AAMU Quality Enhancement Plan (QEP):
“Enhancing Students’ Critical Thinking Skills”
Critical Thinking Definition: Critical thinking is analyzing, evaluating, and synthesizing information into logical conclusions.
|Science and Medicine in Sport – 3 Hours. This course is designed for students who expect to pursue careers as certified athletic trainers, sport coaches, fitness professionals, physical therapists, physical educators, or any other area of exercise and sport science. This course will cover the (professional-based and scholarly-based) body of knowledge that can help them effectively perform the responsibilities of their job, regarding many aspects of sport medicine and sport science – concerning both recreational and competitive athletes.|
STUDENT LEARNING OUTCOMES
|As a result of this course students will be able to:
01] Define the terms Sport Science and Sport Medicine.
02] Identify key sport medicine and sport science organizations.
03] Identify key members of a sport medicine team and discuss their varied roles as part of that team.
04] Explain the importance of good nutrition in enhancing human performance and preventing injuries.
05] Describe the advantages and disadvantages of dietary supplementation in an athlete’s diet.
06] Discuss common eating and drinking practices of the athlete population.
07] List the signs of disordered eating.
08] Identify types of protective equipment available for various body parts, in multiple sports
(from ankle braces to sport shoe selection, etc.).
09] Describe the potential dangers of adverse environmental conditions in sport.
10] Discuss the concept of Cold-Water Immersion or Pre-Cooling as contemporary sport science practices.
11] Discuss how athletes might respond psychologically to injury (including the “Athlete Identity,” “Athlete Career Termination
and Life Transition,” etc.).
12] Identify stressors in an athlete’s life.
13] Discuss how the sport medicine team can serve as a support mechanism for helping injured athletes psychologically.
14] Explain what bloodborne pathogens are and how they can infect those involved in sport (e.g., Athletes, ATCs, Coaches, etc.).
15] Describe the transmission, signs and symptoms, and treatment for each type of Hepatitis.
16] List the pros and cons of sport participation by athletes diagnosed with Hepatitis or HIV.
17] Discuss how therapeutic modalities can be used in a rehabilitation program following sport injuries.
18] Identify the short-term and long-term goals of an injury rehabilitation program.
19] Discuss the various general medical conditions and additional health concerns associated with sport participation
(e.g., skin infections, respiratory illness, gastrointestinal conditions, diabetes, hypertension, anemias,
grand mal seizures, viral diseases, menstrual-related issues, STDs, etc.).
20] Discuss issues associated with preventing and managing injuries in young athletes.
21] Differentiate between acute and chronic injury.
22] Describe various acute traumatic injuries (e.g., fractures, dislocations, subluxations, contusions, ligament sprains,
muscle strains, muscle soreness, nerve injuries, etc.).
23] Discuss chronic overuse injuries and differentiate between tendinitis, tendinosis, bursitis, osteoarthritis, and
key myofascial trigger points.
24] Discuss the 3 phases of the healing process.
25] Demonstrate an ability to cite and reference experts in the broad areas of science and medicine as part of sport
discussions, as opposed to personal opinions.
26] Demonstrate an ability to analyze and critique published research in the broad areas of science and medicine in sport.
|01] There is no textbook for this course, therefore it is imperative that students attend all scheduled synchronous on-line class-meetings. Because there is no textbook, the professor’s background, experience, and knowledge (supplemented by Blackboard-posted handouts and PowerPoint material) will be the basis of course content. All posted materials and content from class discussions are subject to appear on exams (including the Comprehensive Exam that most Kinesiology students take before they graduate. ALL MATERIAL IS VITAL or class time and readings would not be devoted to it. This is not easy subject-matter, so students are invited to ask questions for clarification purposes or better understanding of a topic. Reading and research outside of class may be required, to supplement class discussions. Additionally, there may be outside-of-class assignments requiring word-processing, proof-reading, revision, and repeated proof-reading/revision for submitting superior work.
02] Assignments are due promptly at the university-appointed class start time, unless otherwise explicitly stated by Dr. Conkle. Late assignments receive a 30% per-class-day grade reduction from the earned grade. On-line/Blackboard-submitted assignments should be submitted as Portable Document Format (PDF) items – there will be an automatic cut-off pre-set on Blackboard after which assignments will be considered “late.” If at such time assignments are accepted in-person (as hard-copy), they should be stapled in the upper left corner (when possible) or (if too thick) placed in an appropriate 3-clasp or 3-ring binder for submission at the specified time BEFORE ENTERING THE ELMORE GYM/BUILDING . The previous policy does not apply if an unusual circumstance has been “cleared” already by Dr. Conkle.
03] Written work must be computer-generated, and should demonstrate evidence of proofreading, revision, and neatness (i.e., professionalism). Unless otherwise EXPLICITLY SPECIFIED or DIRECTED, adhere to these guidelines – any assignment not meeting 1 or more of these guidelines may result in a student receiving a grade of ZERO or
Students should consult the most recent APA Publication Manual , for assistance in most Kinesiology courses –
A] Typed using size 12, Times New Roman font (ALL TEXT from first letter through last in a document should
adhere, unless otherwise explicitly specified by the professor)
B] Double-spaced (when writing on paper that means write on every-other-line)
C] Computer-generated materials should be printed on 1 side of the page, with 1-inch margins on all 4 edges,
and NEVER “justify” text
D] All pages numbered in upper right corner – Insert as a “Header” (see word-processor tool-bar)
E] Student’s name and final 4 digits of Student Number at end of assignment or on cover page – depending on the
nature of the assignment and directions from the professor
F] Staple multiple pages together in the upper left-hand corner or secure within a binder.
Students MUST NOT use a “plastic strip folder” to submit work, when submitted as hard-copy.
04] Unless otherwise approved/specified, E-MAILED assignments are INAPPROPRIATE and
will NOT be ACCEPTED for credit.
05] Make-up test arrangements must be scheduled BEFORE a college-sponsored class absence on test-day. “Other” excused
absences (that can be authoritatively documented/supported) will be scheduled after the fact, per agreed-upon time/date
between the student and Dr. Conkle. Students who are absent for the same event, should all make-up the exam together!!
06] ACADEMIC INTEGRITY – It is expected that students attending this institution will be scrupulously honest. Dishonesty,
such as cheating, or plagiarism (published/typed/written use of a concept, expression, idea, or thought without giving
documented credit to the original source), or fabricating/furnishing false information, including forgery, alteration or
misuse of University documents, records, or identification, will be regarded as a serious offense subject to severe penalty,
including but not limited to, loss of credit and possible dismissal from the institution. See the University Policies for
specific information regarding penalties associated with dishonest and/or unethical behavior. Unless otherwise indicated
by Dr. Conkle that a task is a “group” assignment, all student work must be completed individually. Plagiarism is
presenting the concepts, ideas, work, or words of another as one’s own. This includes purchasing papers, downloading a
paper from the Internet or having someone else prepare a paper. Plagiarism and cheating (the latter is also a matter of
“Academic Integrity”) will be dealt with according to university policies – or at the very least a significantly low grade
07] ON EXAM/TEST DAYS, unless EXPLICITLY SPECIFIED electronic devices (including cell phones and high-technology
watches capable of storing digital information for the course) must not be present or checked by students during exams/
tests (this constitutes a violation of “Academic Integrity.” Any student observed trying to view “devices” in a lap, pocket,
or on a desk/table surface (powered-on or not) or manipulating/viewing any electronic device once an exam is being/has
been distributed the guilty student will receive a grade of zero on that exam/test. It is the student’s responsibility to have
ALL ELECTRONIC DEVICES powered-off and completely hidden from sight during exams/tests!! It may be best to
leave “questionable electronic devices” (such as the high-tech’ watch) with the professor during the test, to prevent
suspicions of cheating.
08] ON EXAM/TEST DAYS, when meeting for brick-and-mortar class sessions, students will not be permitted to enter the
classroom later than 05 minutes after the official start of class time!! Students should arrive promptly and punctually for
class, but most especially on test day(s)!!
09] ON EXAM/TEST DAYS, when meeting for brick-and-mortar class sessions, no student will be permitted to leave the
room unless they submit their test materials and electronic devices to the professor. It is the student’s responsibility to use
the restroom before entering the classroom, and to have tissues paper, etc. for runny noses, etc. Once a student exits the
door, their test-taking time ends!!
10] ON EXAM/TEST DAYS, head-dresses/head-wear should be removed once the classroom is entered. Failure to remove
head-wear can result in a student being dismissed from class and receiving a grade of ZERO on the exam. This policy
pertains to hats, caps, sun-visors, bandanas, scarves, kerchiefs, skull caps, head-wraps, turbans, or other attire intended
as head apparel.
11] Chit-chat / Idle / Private conversations should occur before and after class, not during – class time is for class discussion
and “public consumption.” If something is vital enough to discuss with a neighbor, it is important enough to interact with
the professor and all classmates regarding the issue / problem / topic. Students perceived as disrupting a class-session, will
be directed to exit class and can be counted absent for that class-meeting.
12] Active participation is expected (thus required) and part of high-quality education.
That also means using polite and respectful language.
13] Any clarification or problem regarding an assignment, a peer, or the professor should be communicated to Dr. Conkle
at the earliest possible time.
14] Students should be IN THE CLASSROOM (On-line or brick-and-mortar) BEFORE Dr. Conkle begins class and
remain until dismissed.
15] It is a student’s responsibility to seek clarification(s) and follow directions for all course tasks. If a student fails to do so,
they accept that their course grade will potentially and accordingly suffer.
16] A few philosophical truisms that will help students understand their professor and his approach to the collegiate educational
process (The following paragraph is a note from your course professor) –
Welcome to this course. It should be a mutually beneficial learning experience for us. We should form a partnership so you can maximize your learning experience (I expect each student to actively – not passively – participate in the educational process). I expect you to increase your overall knowledge of the allied professions that fall under traditional HPERD (in contemporary terms, often known as Kinesiology or Human Performance), and develop a comprehensive sense of professionalism. It has been my experience that students get from a course exactly as much or as little effort/time as they invest in it. Given the nature of this course, there will likely be topics or concepts that are new to you, some with which you disagree based upon a limited background or experience – some may be totally alien to you. However, the purpose of professional education is to push students into areas of study they had no idea existed. You should take advantage of this opportunity, and apply your new-found knowledge, to broaden your horizons and develop yourself professionally.
Tough love is in effect here:
I will not accept you as you are. Instead, I will show you a vision of what you could be, and help you achieve it !! – Dr. Terry Conkle “We teach more than what is in a book.” – Dr. Chris Washam (Kinesiology Department Chair, Mississippi College)
“Motivation is simple; you eliminate those who are not motivated.” – Football Coach, Lou Holtz
“Perfection is not attainable; but, if we chase perfection we can catch excellence” – Football Coach, Vince Lombardi
“Nobody got anywhere in the world by simply being content.” – Author, Louis L’Amour
This course will address the following broad topics and help students:
01] enhance their knowledge of science and medicine underpinning optimal performance in sport and exercise.
02] develop an understanding of current theory, research, and debates in sport science and provide the opportunity to study
several chosen areas of interest.
03] develop professional skills, including: communication (verbal and written), critical analysis and thinking, citing and referencing experts’ concepts, expressions, ideas, or thoughts by giving documented credit to the original source.
SERVICES FOR PERSONS WITH DISABILITIES
|The University provides environmental and programmatic access for persons with documented disabilities as defined in Section 504 of the Rehabilitation Act of 1973 and the Americans with Disability Act of 1990. Any student who desires information or assistance in arranging needed services for a disabling condition should contact the Director of Special Students Services, Student Center, Room 203, (256) 372-4263.|
|Alabama A&M Policy: Graduate students are expected to attend every class-meeting, given the condensed schedule and rigor of the graduate-level program of study!!
Dr. Conkle will keep accurate attendance records. The attendance policy *IS* communicated here (in writing) and will be discussed in class on Day 1 of each academic term.
01] Class attendance is expected, as well as a privilege, and students are required to be punctual and prepared. Any student
NOT PRESENT when attendance is checked will be counted as absent – a “Tardy” does not exist in this course!! A student is either “Present” or “Not Present.”
02] Learning experiences proceed at such a rapid pace that attendance is necessary if students are to acquire the knowledge, and develop competence, skills and strategies that students need to be successful in their endeavors.
03] Students are required to carry out all assigned work and to take examinations and quizzes at the class period designated.
04] Failure to take examinations and quizzes and carry out assignments at the designated times may result in an appropriate
reduction in the final grade, except as provided in item 6 below.
05] Arrangements for make-up work, due to excused absences, must be initiated by the student.
06] Excused absences can be obtained upon presenting documentation to Special Student Services for the following reasons indicated below:
A] Personal Illness or Illness of a Family Member: Documentation bearing the signature of doctors, dormitory counselors,
infirmary and/or hospital officials, athletic trainers, etc. shall constitute proof.
B] Death in the Family: Funeral programs, newspaper obituaries, statements from funeral directors shall constitute proof.
C] Subpoena for Court Appearances: The student’s copy of the document shall constitute proof.
D] Emergencies or Circumstances over which the Student has no Immediate Control: Appropriate corroboration,
documentation and/or explanation shall constitute proof.
E] Trips and/or activities by members of student organizations sponsored by academic units, and activities officially
authorized: Authorized excuses, dispatched from the appropriate offices, instructors, coaches or sponsors over signature of
the Department Chairperson and Dean or Director, shall constitute proof.
Dr. Conkle’s Policy for Excused Absences – An ORIGINAL OFFICIAL EXCUSE must be submitted directly to the professor (PERSONALLY – NOT placed in a mailbox, placed under an Office Door, or given to a secretary) within SEVEN (7) calendar days following each excused absence (or the final day of an extended excused absence time-period). Dr. Conkle will retain Official Excuses for his records. It is a student’s responsibility to obtain multiple original copies of the excuse if others must see it, or if the student wants a personal copy. Use the space below to document all absences, note which were authoritatively excused per AAMU Policy with excuses submitted promptly to Dr Conkle, DO NOT ASK Dr. Conkle to recap your absence dates:
Absences: ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______
|Tutorial assistance for undergraduate courses can be obtained from the Tutorial Assistance Network (TAN), a subsidiary of the Office of Academic Support Services. TAN is located in Room 100C Buchanan Hall. The telephone number is 256-372-5487.
Dr. Conkle may schedule tutoring sessions when students indicate a need for them.
|Course Requirements||Percent of Total||Points Possible||Points Earned|
|BONUS ASSGNMENT||BONUS||50 BONUS||
Research Critique Assign 01
Research Critique Assign 02
Research Critique Assign 03
Research Critique Assign 04
Research Critique Assign 05
Research Critique Assign 06
Research Critique Assign 07
Research Critique Assign 08
Research Critique Assign 09
|Final Course Grade
|100 %||1000||Total Points|
|90% – 100%
80% – 89.9%
70% – 79.9%
60% – 69.9%
00% – 59.9%
|900 – 1000
800 – 899.9
700 – 799.9
600 – 699.9
000 – 599.9
“I” grades are solely intended as interim course evaluation ratings. They are used when students perform satisfactorily (defined as a “ C average” or better ), have completed at least 75% of the course requirements , and there is an excusable reason for not having completed all requirements prior to grade reporting time . Students may obtain credit for courses in which their grades are “incomplete” only by completing their course work satisfactorily within one year of the date an “I” is awarded, or the end of the next term that course is offered. If this is not done, the “I” grade automatically results in failure (“F”).
DESCRIPTION OF COURSE GRADING SYSTEM
A “Subtraction” from 1000 to calculate grades at semester’s-end. Note that, in the end, all 3 methods show the same exact grade. If/When mid-term grades are reported, the “Average” method will be used – this indicates to a student that if they continue performing similarly, that is close to what their grade will be in the end. It is a student’s responsibility to strive for excellence. Aim for excellence, and fall short, then grades could be good. Shoot for mediocrity and fall short, then grades could be bad. Using the “Subtraction” method, a student ALWAYS knows their grade for the course (using simple math), and the highest grade they can possibly earn in the course – and easily determine what they must do to maintain it. A student can start at Zero and simply add points from there if they wish but it is more positive and informative to begin at 1000 and deduct what is not earned.
DESCRIPTION OF SPECIFIC ASSIGNMENTS
|Course Tasks||Brief Description|
|Student Information Form||Students will submit an information form, for BONUS CREDIT. This form includes contact information that is standard for Dr. Conkle’s courses.|
|Research Critiques (RCs)||Students will use / follow APA format & style to computer-generate and:
Complete ONE (1) critique of a RESEARCH article, on an approved sport
science/sport medicine topic. Lit’ Reviews, Abstracts, Commentaries, Editorials, and
Position Papers / Consensus Statements are INAPPROPRIATE for these assignments –
they must be from “published” Original Research Reports/Articles!
These assignments/papers should be submitted as WORD or PDF Documents via Blackboard along with the PDF research report/article on which the assignment is based. Although students will have seen the rubric that is used to grade the assignments, do NOT submit one.
|Exam 1||Students will complete a written exam (essay/Comprehensive Exam format or style) that covers ALL course material through the exam date.
BLACKBOARD INFORMATION AND MATERIAL
Course materials, content, and announcements (including exam grades, under announcements using the final 4 digits of students’ A#s) will be posted on Blackboard at the earliest possible time. When “CONTENT” is posted, it is advisable to “save” it to a flash-drive and/or print the material. It is vital to print or have immediate access to the course syllabus for class, to note key announced alterations. Assignments, Handouts, PowerPoint Slides will NOT remain posted “indefinitely!” All material will “roll-off” Blackboard (after an appropriate time-period there) at some point and not saving/printing them may result in not having key items when needed at the figurative or literal “last minute” for reference or studying. Also, situations may arise when the Internet is “down” or a technological snafu that prevent(s) access to the site. IN THIS COURSE, since there is no textbook, IT IS VITAL TO PRINT EVERY HANDOUT AND HAVE FOR DAILY REFERENCE.
FINAL EXAMS – WARNING
Given several instances of students arriving late for “brick-and-mortar” exams in general, and final exams specifically (NOTE that there is a 5-minute grace-period for arrival to any exam/test for Dr. Conkle’s courses). Final exams are scheduled for a specific time-period, that should be understood; BUT, that does not imply that students can arrive at their leisure or at any given point of their choosing during an exam to complete it!!!!!
The 5-minute grace-period is in effect for all “brick-and-mortar” exams with Dr. Conkle!
|Dates||Topics for the Week||Tasks Due|
|06/01 (T)||Course/Professor Introduction – Assignment 1 Info ***(0730)|
|06/02 (W)||Exam Study Tips, Critiquing Articles, & Sport Nutrition|
|06/03 (R)||Sport Nutrition||Information Form due on Blackboard by NOON|
|06/07 (M)||Sport Nutrition|
|06/08 (T)||Protective Sport Equipment||Assign 01 (Sport Nutrition) due by NOON|
|06/09 (W)||Protective Sport Equipment|
|06/10 (R)||Environmental Conditions & Sport|
|06/14 (M)||Environmental Conditions|
|06/15 (T)||Environmental Conditions||Assign 02 (Protective Equipment) due by NOON|
|06/16 (W)||Blood-borne Pathogens / Wound Care|
|06/17 (R)||Blood-borne Pathogens / Wound Care|
|06/21 (M)||Blood-borne Pathogens / Wound Care||Assign 03 (Environmental Conditions) due by NOON|
|06/22 (T)||Psychology of Injured Athletes ***(0730)|
|06/23 (W)||Psychology of Injured Athletes ***(0730)|
|06/24 (R)||General Medical Conditions & Health Concerns||Assign 04 (Pathogens/Wound Care) due NOON|
|06/28 (M)||General Medical Conditions & Health Concerns|
|06/29 (T)||General Medical Conditions & Health Concerns|
|06/30 (W)||Injury Rehabilitation||Assign 05 (Psychology of Injuries) due by NOON|
|07/06 (T)||Injury Rehabilitation||Assign 06 (Gen. Medical/Health Conditions) due by NOON|
|07/07 (W)||Injury Rehabilitation|
|07/08 (R)||Cultural Trends & Injuries of Young Athletes|
|07/12 (M)||Cultural Trends & Injuries of Young Athletes||Assign 07 (Injury Rehab’) due by NOON|
|07/13 (T)||Cultural Trends & Injuries of Young Athletes|
|07/14 (W)||Management of Specific Sport Injuries & Conditions||Assign 08 (Young Athletes’ Injuries) due by NOON|
|07/15 (R)||Management of Specific Sport Injuries & Conditions|
|07/19 (M)||Review||Assign 09 (Specific Injuries/Conditions) due NOON|
|07/22 (R)||Exam 1 – (Comprehensive Exam Format) ***(0730)||ALL Course Content to date, including posted handouts|
% = given that ZOOM often bumps students off-line after 45 minutes, class will generally meet from 0800-0845,
except when noted otherwise.
$ = Grades and feedback for each assignment will be provided at the earliest possible time.
# = Students must utilize excellent time-management skills to ensure assignments are submitted promptly.
COVID-19 HYFLEX and VIRTUAL ON-LINE Courses
Experience has shown that students’ grades correlate closely to the amount of serious effort/time they invest in a course. Given the nature of this course, your background and your experience, there could be material that is new to you. However, that is the purpose of professional education – to push students outside their comfort zones into unfamiliar content. I hope you seize this opportunity and broaden your horizons as you develop professionally. Although Dr. Conkle reviews the syllabus on Day 1 of class, it is presumed that students will READ each word of it and know that it is designed to enhance learning. Please re-read and note any points that seem unclear initially. Your signature indicates that Dr. Conkle will presume you have read the syllabus fully. If there are questions regarding the syllabus, it is the student’s responsibility to ask.
Students are expected to understand that –
1] It is their responsibility to await Dr. Conkle’s arrival in a virtual class-meeting for 15 minutes after class is scheduled to begin (the same for
brick-and-mortar class) – if the professor does not arrive in a class session within that time-frame no absence will be counted. And, each
student should know it is their responsibility to regularly check Blackboard for “Announcements,” and e-mail, for each course. Students are
expected to be “in class” and ready for class when it begins each day.
2] Using a laptop/desktop/tablet for class sessions, assignments, tests, and virtual class-meetings is advisable (rather than a cell-phone).
3] Assignments are due (at/before/by/on) via BLACKBOARD as announced and explicitly stated by Dr. Conkle. Late assignments receive a
30% per-class-meeting grade reduction from an “earned” grade. This policy applies unless an unusual circumstance is cleared by
4] Assignments must be computer-generated (and saved as PDF or WORD depending on what is specified – NEVER as a GOOGLE DOC), and
should demonstrate evidence of proofreading, revision, neatness, and professionalism. Unless otherwise specified, adhere to these guidelines:
When applicable, students should consult the most recent APA Publication Manual for assistance –
A] Typed using size 12, Times New Roman font
B] Double-spaced (when writing on paper that means write on every-other-line)
C] Use 1-inch margins on all 4 edges, and DO NOT “justify” text
D] Insert all pages numbered in upper right corner
E] Student’s name and final 4 digits of “A-Number” at end of assignment or on cover page – whichever is specified or most appropriate
F] Save all documents on your computer as follows – Last Name-First Name-Course Number-Due Date
5] ALL assignments/computer-generated work should be submitted as digital/electronic documents via BLACKBOARD by the specified time and
due-date! Assignments and exams must be submitted as WORD or PDF, per instructions for each task. Based on experience since March 2020,
each student must understand their upload/download speed limitations and adjust submissions accordingly. For example , if an assignment is due
at 1200 noon and the general upload time for a given student is 2 HOURS, the upload should begin well BEFORE 1000. If the upload time is
typically 5 MINUTES for a given student, the upload should begin BEFORE 1155.
6] Make-up test arrangements must be scheduled BEFORE a college-sponsored class absence that will occur on test-day. “Other” excused absences
(that can be authoritatively documented/supported) will be evaluated on a case-by-case basis, and make-up exams scheduled as appropriate, per
agreed-upon time/date between the student and Dr. Conkle.
7] It is their responsibility to seek clarification(s) and follow directions for all assignments. If failing to do so, they accept that their
course grade may suffer.
8] It is their responsibility to attend ALL class meetings, and that they may be REQUIRED to activate their camera so they are seen in class,
and that they are expected to un-mute and verbally participate in classes. They must further understand that having a “job” in conflict with class time does not serve as an “excused” absence and they are not owed a “make-up exam” or “extra time” on assignments when missing classes for this reason (or other reasons such as a: vacation, wedding, friend’s baby being born, etc.). If a class is missed it is the student’s responsibility to obtain an Official AAMU University Excuse and submit it to Dr. Conkle BEFORE they can get credit for an assignment that was due, or to take an exam that was administered. They must also understand that assignments will not be accepted by e-mail, they must be sent through the Blackboard Submission Portal for the course.
9] It is in their best interest to enter class BEFORE the scheduled class-time (not start attempting to log-in at the assigned class-time (which wastes
valuable minutes), because class should begin promptly. They should re-enter class each time as soon as possible if “bumped-out.”
10] It is in their best interest to actively participate in class regardless of the platform used (e.g., ZOOM, face-to-face, etc.).
11] It is their responsibility to use their “Bulldog” e-mail account, as opposed to yahoo, gmail, etc.
12] AGAIN – Save all documents on your computer and submit as follows (failure to do so may result in a Grade of ZERO!) –
Last Name – First Name – Course Number – Due Date (and then other wording Dr. Conkle specifies), something like this,
for example (note that the dates are by month day and year):
PED 511 Research Critique (RC) Grading Rubric (2021) – 80 Points Possible per Critique
Student’s Name: Topic: 1 2 3 4 5 6 7 8 9 Date Due: _____ / _____ / ____
90 Points 100%
08 – 09
of 9 criteria met
|77 Points ~ 85%
06 – 07
of 9 “A” criteria met
|63 Points ~ 70%
04 – 05
of 9 “A” criteria met
|50 Points ~ 55%
of 9 “A” criteria met
|00 Points 00%|
|Appropriate Article Selected –
Original Research and
On Assigned Topic
Assignment must be TNR,
Size 12, Double-spaced,
Dr. Conkle’s standard directions ARE FOLLOWED
Pay Attention to Details!
|Article NOT Scholarly / Scientific
Article was NOT on assigned topic
Article was NOT submitted to
Blackboard by deadline
(stated on syllabus)
Article was NOT PDF,
was NOT TNR,
was NOT Size 12,
was NOT Double-spaced,
did NOT have 1-inch Margins
The article can NOT be HTML
|Correct APA Reference –
|Reference has 1 error||Reference has 2 errors||Reference has > 3 errors||
|Title – At least 6 of the questions addressed / discussed clearly||5 of the questions addressed clearly||4 of the questions addressed clearly||< 3 of the questions addressed clearly||
|Abstract – All relevant questions addressed, if an abstract was part of article||
|Not discussed, or insufficient discussion
– if one was part of article
|Introduction – All 7 components addressed / discussed clearly||5 – 6 of the questions addressed clearly||3 – 4 of the questions addressed clearly||< 2 of the questions addressed clearly||
|Methodology – Substantial
discussion of S – I – P & Data
|Discussion seems insufficient, regarding what could be discussed||
|Results – All 5 questions
addressed / discussed clearly
|4 of the questions addressed clearly||3 of the questions addressed clearly||< 2 of the questions addressed clearly||
|Discussion – At least 10 questions addressed / discussed clearly||8 – 9 of the questions addressed clearly||6 – 7 of the questions addressed clearly||< 5 of the questions addressed clearly||
|Personal Reflection / Summary
At Least 5 Paragraphs –
Overall Evaluation / Rating of Report’s Quality is Provided,
What was Learned,
How Info Read can be Used,
How it Changed Student’s Views, Etc.
|Evaluation or rating is not given; or,
Less than a 5-paragraph discussion
|Conventions of Professional
Graduate-Level Writing – Excellent spelling, grammar, punctuation, sentence structure, smooth flow, good transitions – writing makes sense
|< 5 errors noted||
|> 6 errors noted||
|Final Grade =||LATE = minus 30 Points
Assignment will receive a 30% off the final earned grade if not submitted through Blackboard by due date/time (according to digital time-stamp).
*The assignment must be submitted through Blackboard (as a MS Word or PDF Doc), and the article must be submitted as a PDF!