Course: UGP 80

Associate of Arts Capstone, Pathway To Success

SPRING C 2016
Jelena Ristic Kelleher, JD
Assistant Professor and Chair
Undergraduate Programs
GOLDEN GATE UNIVERSITY

Contact Information
Email: jristic@ggu.edu
Telephone: 415.442.6551
Cell/Text: 415.763.8109
Office Hours: Available upon request - send me a text or an email and we will find a time that works

Important Dates:
First Day of Class: Wednesday, March 2, 2016
Last Day of Class: Tuesday, April 26, 2016

Course Description
The capstone for the associate of arts degree integrates learning across the general education
program. Using skills, knowledge and abilities in the areas of critical thinking, communication,
ethics, lifelong learning, quantitative fluency and information literacy, this class will require the
application of knowledge to create a professional portfolio that demonstrates mastery of the
program's learning objectives. This course is to be taken in the last term of the associate of arts
program.
Course Objectives and Outcomes
Every course in the Undergraduate degree programs will link directly to the learning domains and
learning outcomes (shown on the last pages of this syllabus) through one or more of the following ways:

introduction, practice and/or demonstration of learning outcome(s). The course objectives below show
which Programmatic Learning Outcome(s) (PLOs), if any, will be demonstrated in this specific course.
For these demonstrated PLOs, rubrics have been developed to identify the criterion by which student
work will be evaluated. The specific rubric(s) will be given with the assignment instructions to ensure
awareness of the criteria used for assessment. Note: an assignment given for the assessment of a PLO
will be called a signature assignment.
By the end of this course, the student will demonstrate proficiency of the following skills:
By experiencing and engaging in a variety of activitiesincluding classroom lectures, library and online
research, reading and experiential learning students who complete the Pathway to Success should be
able to:

Identify and apply connections across disciplines or perspectives

Communicate effectively through written reflective essays and graphic or visual representations
(PLO.???)
Construct a professional portfolio that draws connections between personal values and next-step
professional goals (PLO.LL.1)
Demonstrate a developing sense of self as a lifelong learner (PLO.LL.2)
Adapt and apply skills, abilities, theories, or methodologies gained in one situation to new
situations
Connect relevant experience and academic knowledge (PLO.LL.1.1)

Required Materials

Access to GGUs eLearning Platform

Bookstore
To purchase course books and materials from eFollett, GGU's official online bookstore, please see the
Important Information for Students link in the Course Home area of your course website.

University Library
There are several databases available through the Golden Gate University Library for
students to conduct research on various topics. Remote (off campus) access to the
databases requires your last name and student ID# (located on the front of your ID
card). Be sure to type in ALL 7 digits, including the starting 0. Example: 0123456. You
may access the library from GGUs homepage at http://www.ggu.edu/libraries/universitylibrary.

Technology and System Requirements

View these Tech Requirements.

Contacting the Instructor

Email: jristic@ggu.edu
Telephone: 415.442.6551
Cell/Text: 415.763.8109
Office Hours: Available upon request send me a text or an email and we will find a time that works

Classroom Guidelines and Student Responsibilities, Expectations

Students have the following responsibilities in this, and any other course taught at Golden Gate
University:
1)
2)
3)
4)

Read syllabus and course information carefully.

Read lectures and other required learning materials online carefully.
Participate in online discussions and engage in learning activities.
Actively engage the material and ask questions of the instructor when confused about any aspect
of the course.
5) Complete activities (discussions, quizzes, case studies, essays, applied learning assignments
and final exam) in a timely manner following the instructions for each activity.
6) Treat other students and the instructor with civility and respect.

Credits/Units Earned and Time Expected for this Course

A unit of credit equates to three hours of student work per week for 15-16 weeks. For a 3-credit 15-16
week class, this equates to approximately 9 hours of student work per week. For a 3-credit 8-week class,
this equates to approximately 18 hours of student work per week. Students will complete readings,
activities, discussions and exercises all contained within the weekly structure. Students should
participate in discussions when applicable by contributing experiences and ideas as well as challenges
and solutions, as appropriate. Good participation includes a willingness to contribute ideas as well as to
ask for clarification, show support for opinions and demonstrate respect for everyone in the class. Good
participation also requires that students be fully engaged and submit quality work by the specified
deadline.

Course Requirements
Activity
Participation in online discussion and self-assessments; your
grade will be assessed on the following scale: Excellent, Great,
Very Good, Good, Needs Improvement. Excellent work is
demonstrated by relevant, concise and thoughtful responses to
questions posed. Good work is demonstrated by a fair attempt
to answer the questions, but fell short in the content or
prescribed word length. Needs Improvement work is
demonstrated by not having submitted a response or such a
limited response to not answer the questions posed, lacking
relevancy and/or thoughtfulness.

Journal Weekly Position Outline reflections on readings and

activities submitted online

Value
20 points/ 20%

25 points/25%
10 points/ 10%

5 points/ 5%
5 points/ 5%

20 points/ 20%
10 points/ 10%
5 points/ 5%

Student Work Feedback and Grading

Students will receive evaluation of their work through grading or less formal interactions (conversation or
email exchange). Some activities such as an automated quiz will receive quick feedback. Other
activities may require more time. Every effort will be made to insure feedback is given in a timely fashion.

Grading Policy and Grading Scale

Point distribution and/or weight of each graded activity in this course are shown below.
All assignments will be given a corresponding numerical value. Final grades will be assigned according
to the following scale:
Grading
A
AB+
B
BC+
C
CD+
D
DF

Points

Percentage
93% - 100%
90% - 92.9%
87% - 89.9%
83% - 86.9%
80% - 82.9%
77% - 79.9%
73% - 76.9%
70% - 72.9%
67% - 69.9%
63% - 66.9%
60% - 62.9%
0% - 59.9%

Course and Instructor Evaluations

You will receive an opportunity to evaluate the course and instructor at least once this term.

Course Schedule
Week
Week
One

Topic
Defining Success and
Visualizing the Outcome

Week
Two

Assessing Where I am and

What I Value

Readings and Assignments

Due Date
End of
Planned
Week
Happenstance 2.0
1
Worksheet
Visioning Exercise
Using Pinterest
Constructivism for
goal setting Journal
#1
Discussion
Last
Values Alignment
Day of
Exercise
Week
Emotional Intelligence
2
Assessment 2.0
Career Leader
Assessment 2.0
Confidence
4

Week
Three

Future Planning and

How/Where I Fit

Week
Four

What Do I Know and How

Did I Learn What I Know?

Week
Five

Where are the Gaps?

Week
Six

Putting it all Together

Week
Seven

Week
Eight

Proposal for Success

How I Add Value in my

Personal Relationships,
Professional Organizations
and the World

Assessment
Cultural Assessment
assignment
Discussion
Exploring educational
path(s) P2C 2.0
Exercise
Engaging a mentor
Exercise
Exploring Civic
Engagement through
volunteerism Journal
#2
Case Study #1
Discussion
Learning Transference
Exercise
Lifelong Learning as a
Habit Journal #3
My Organizational
Fit Analysis
Discussion
Resume
Creation/Update
Assignment
My Personal SWOT
Analysis Assignment
Case Study #2
Discussion
Faculty Check-in oneon-one
Whats Next for Me
Journal #4
Case Study #3

Last
Day of
Week
3

Final
Autobiography/Proposal

Last
Day of
Week 7

What I Value and how

I Add Value Journal #5
Discussion
Final Portfolio

Last
Day of
Week
4

Last
Day of
Week
5

Last
Day of
Week
6

Last
Day of
Week
8

Instructor Bio
Jelena Ristic, J.D., began her career at Golden Gate University as a student assistant in the
information kiosk while completing her Bachelor of Arts degree in Human Relations with an emphasis in
Human Resource Management. Since that time, she worked her way up to the Assistant Dean of
Undergraduate Programs position, and most recently to the Assistant Professor and Chair of the
Undergraduate Experience role. Throughout her various roles at GGU, her leadership and project
management skills were instrumental in the development of online tools for students and the
implementation of the Customer Relationship Management program used by the University. Jelena was
also a key member of the Admissions and Student Affairs team for over eight years where she recruited
and admitted new students, advised continuing students on course selection, university policies, career
planning and staying on course towards degree completion.
While working full time, Jelena also completed a Juris Doctor degree from Golden Gate in the part-time
evening program.
In addition to the many roles Jelena has held at GGU, she briefly returned to her hometown and
accepted a position in the Centre for Career Education at the University of Windsor in Windsor, Ontario
Canada where she developed appropriate placement opportunities for students that fit designated
learning outcomes. She taught various courses related to employment preparation, employment
strategies, career goals and personal and professional development.

Academic Integrity Policy

GGU's Policy on Student Academic Integrity is in effect at all GGU teaching locations, including regional
classroom sites, corporate sites, and distance courses delivered in any medium. This policy applies to all
business, taxation, and technology students at Golden Gate University.
Academic integrity means doing academic work in a manner that strives to achieve the learning
objectives your courses have set out for you. It means that you follow the rules and procedures
prescribed by your instructors so that you acquire the skills and knowledge your courses are designed to
give you. It means that you engage in ethical practices in taking tests and doing assignments and that
you respect intellectual property rights by fully disclosing sources of information that appear in your
papers and presentations.
GGU provides many resources and services that assist you in learning the required research and
documentation skills. You are also invited to view the Student Services department linked from GGUs
homepage at http://www.ggu.edu and to review the specific policy on Academic Integrity in the GGU
Griffin Handbook.

Disability Accommodations
Golden Gate University seeks to ensure that all programs and services are fully accessible and in
compliance with the Americans with Disabilities Act and/or Section 504 of the Rehabilitation Act of 1973.
Services are available to all students who seek assistance. Information regarding The Americans with
Disabilities Acts and GGUs policies and services can be found by contacting the Student Services
department at GGU. 415-442-7862 gguds@ggu.edu

Signature Assignment Instructions

In this course you will complete a signature assignment which is designed to demonstrate your
proficiencies in specific programmatic learning outcomes.

SIGNATURE ASSIGNMENT GOES HERE

Signature Assignment Rubric

PLO.LL.1: Identifies and examines connections between values, interests, strengths, prior learning,
including academic learning, and his or her professional goals.

4
Clearly and
thoughtfully
Identifies (coherently)
and
identifies and
describes describes
profession professional
goals (or a
al goals
range of goals,
interests and
questions that
articulate
coherent
purpose to
professional
ambitions)
Demonstrates
a clear sense
of identity by
clearly and
richly
explaining
values, goals
and the basis
Selfof those values
awareness and goals.
Demonstrates
positive and
realistic selfperception
through a
cogent, wellfounded
assessment of
abilities and
knowledge
relevant to a
specific action
plan.

3
Identifies a professional
goal or a range of goals,
and/or identifies interests
and questions related to
professional ambitions; the
descriptions of the goals,
interests and questions are
fairly clear, but some minor
vagueness or ambiguities
remain. And the goals,
interests and questions are
fairly coherent, but some
minor shortcomings require
further treatment.

Identifies goal or
range of goals,
interests and/or Goals are
questions. The
identified but
descriptions of
the
the goals are
descriptions
unclear in places; do not make
lack of clarity is much sense
sufficient to call and are
into question the seriously
coherence of the inadequate.
goals and
interests.

Values, goals and

the basis of
those values and
Very little
goals are
Values, goals and the basis marginally
explanation
of those values and goals
of values,
explained.
are fairly well explained.
goals and
Assessment of
But some minor vagueness abilities and
their basis is
and/or ambiguity are
provided.
knowledge
present. Assessment of
Assessment
relevant to the
abilities and knowledge is action plan are in of abilities
fairly accurate but
and
some way
incomplete in some minor realistic but
knowledge is
places and/or not quite
lacking in other almost
entirely
entirely accurate.
ways.
lacking.

Examines
connectio
ns
between
prior
learning
(including
academic
learning)
and
profession
al goals.1

Reviews prior
learning (prior
learning inside
and outside
the classroom
but relevant
academic
learning must
be treated) in Reviews prior learning (past
depth and its experiences inside and
relationships to outside of the classroom,
professional
including academic
goals and
learning) with a fair amount
ambitions: key of depth, revealing fully
relationships
clarified meanings or
between prior indicating broader
learning and
perspectives about goals
goals are
and ambitions.
clearly
Relationships between prior
identified and learning and goals are fairly
explained;
well identified and
these
explained, but some minor
explanations
shortcomings are apparent:
reveal mature some evidence of a
perspectives
foundation for expanded
(which are
knowledge and professional
developed and and personal growth is
evolved)
presented.
provide
evidence of a
foundation for
expanded
knowledge and
professional
and personal
growth.

Self
Esteem2

Demonstrates
self-esteem
from mastery
of performance
in completion
of a project
AND provides
solid evidence
of a positive
view of self (in
performance,
interactions
with instructor,
self reports).

Demonstrates self-esteem
from a competence in
completion of a project AND
provides some evidence of
a positive view of self (in
performance, interactions
with instructor, self
reports).

Reviews prior
learning (past
experiences
inside and
outside of the
classroom) with
some minor
depth, revealing
slightly clarified
meanings or
indicating a
somewhat
broader
perspectives
about goals and
ambitions; but
significant
shortcomings
remain; some or
very little
evidence of a
foundation for
expanded
knowledge and
professional and
personal growth
is presented.

Reviews prior
learning
(past
experiences
inside and
outside of
the
classroom) at
a superficial
level, without
revealing
clarified
meaning or
indicating a
broader
perspective
about
professional
goals and
ambitions.
Almost no
evidence
presented for
a foundation
for expanded
knowledge
and
professional
and personal
growth.

Self-esteem is
marginally
demonstrated in
the performance,
which has some
flaws OR very
little evidence is
provided of a
positive view of
self.

The project is
incomplete
in some
respects
and/or has
serious flaws
OR no
evidence is
presented (or
maybe some
evidence to
the contrary)
of a positive
view of self.

PLO.LL2: Demonstrates attitudes and habits productive of lifelong learning, including

curiosity, initiative, independence, and transfer (adapting and applying learning skills and
knowledge gained in one situation to a new situation).*

Transfer
Adapts and
Makes references
applies
Makes references to to previous
skills,
previous learning
learning and
abilities,
and applies, in some shows evidence
theories, or new and creative
of applying that
methodologi way, that knowledge knowledge and
es gained in and those skills to
those skills to
one
demonstrate
demonstrate
situation to comprehension and comprehension
new
performance in a
and performance
in novel
situations. novel situation.
situations.

Makes at least one

or two references Makes vague
to previous
references to
learning and
previous learning
attempts to apply but does not apply
that knowledge
knowledge and
and those skills to skills to
demonstrate
demonstrate
comprehension
comprehension
and performance and performance
in novel situations, in novel
but the attempt is situations.
flawed.

Provides solid
evidence that
educational
interests and
pursuits exist and
Independen flourish outside
classroom
ce
requirements.
Knowledge and/or
experiences are
pursued
independently.

Shows interest in
pursuing
Begins to look
independent
beyond classroom
educational
requirements, but
experiences
real evidence of
outside the
an interest in
classroom, but
pursuing
little or no
independent
evidence is
educational
provided that such experiences is
interests are
lacking.
pursued.

Curiosity

Reflection

Provides some
evidence that
substantial,
additional
knowledge and/
or independent
educational
experiences are
actively pursued
outside the
classroom

Explores a topic in
depth, yielding a
developed
awareness,
insightful questions
and/ or little-known
information
indicating intense
interest in the
subject.

Explores a topic
in depth, yielding
Explores a topic
some insight and/
providing
or information
occasional insight
indicating interest
and/or information
in the subject.
indicating mild
Questions may be
interest in the
identified, but are
subject.
not always
insightful.

Explores a topic at
a superficial level,
providing little or
no insight and/ or
information
beyond the very
basic facts
indicating low
interest in the
subject.

Reviews prior
learning (past
experiences inside
and outside of the
classroom) in depth
to reveal
significantly
changed

Reviews prior
Reviews prior
learning (past
learning (past
experiences
experiences inside
inside and outside and outside of the
of the classroom) classroom) with
in depth,
some depth,
revealing fully
revealing slightly
clarified
clarified meanings

Reviews prior
learning (past
experiences inside
and outside of the
classroom) at a
surface level,
without revealing
clarified meaning

perspectives about
educational and life
experiences, which
provide foundation
for expanded
knowledge, growth,
and maturity over
time.

meanings or
or indicating
or indicating a
indicating broader somewhat broader broader
perspectives
perspectives
perspective about
about educational about educational educational or life
or life events.
or life events.
events.

Domains of Learning and Programmatic Outcomes for AA Degree

Critical Thinking
PLO.CT.1 - Identifies assumptions and claims in arguments. Identifies,
categorizes, and distinguishes among elements of ideas, concepts,
theories, or practical approaches to standard problems.
PLO.CT.2 - Draws warranted inferences and formulates hypotheses
from evidence, assesses strengths and weaknesses of inferences.
Quantitative Fluency
PLO.QF.1 - Presents accurate calculations and symbolic operations.
PLO.QF.2 - Presents accurate interpretations of quantitative
information on political, economic, health-related or technological
topics and explains how both calculations and symbolic operations are
used in those offerings.
PLO.QF.3 - Creates and explains graphs or other visual depictions of
trends, relationships, or changes in status.
Ethics

PLO.E.1 - Describes ones own moral beliefs and values, including

their origins and development, assumptions, and predispositions.
PLO.E.2 - Identifies and describes ethical issues. Describes common
theories, concepts and approaches to moral problems. Applies ethical
perspectives/concepts/theories to ethical questions accurately.
Articulates positions on ethical issues and/or rationale for decisions
taking into account differing ethical perspectives and concepts.
PLO.E.3 - Describes, explains, and evaluates the sources of his or her
own perspective on selected issues in culture, society, politics, the
arts, or global relations and compares that perspective with other
views.

Information Literacy
PLO.IL.1 - Identifies, categorizes, evaluates, and cites multiple
resources so as to create projects and papers with respect to a general
theme within the arts, sciences, or professional practice.
Communication
PLO.C.1 - Develops and presents cogent, coherent, and substantially
error-free writing and oral presentations for effective communication to
general and specialized audiences.
10

Lifelong Learning
PLO.LL.1 - Identifies and examines connections between values,
interests, strengths, prior learning, including academic learning, and
his or her professional goals.
PLO.LL.2 - Demonstrates attitudes and habits productive of lifelong
learning.
Applied Learning
PLO.AL.1 - Describes in writing at least one substantial case in which
knowledge and skills acquired in academic settings are applied to a
field-based challenge, and evaluates the learning gained from the
application using evidence and examples.
PLO.AL.2 - Analyzes at least one significant concept or method in light
of learning outside the classroom.
PLO.AL.3 - Locates, gathers and organizes evidence regarding a
question in a field-based venue beyond formal academic study and
offers alternate approaches to answering it.
Broad Integrative Knowledge
PLO.BIK.1 - Describes a key debate or problem relevant to each core
field, explains the significance of the debate or problem to the wider
society, and shows how concepts from the core field can be used to
address the selected debates or problems.
PLO.BIK.2 - Uses recognized methods of each core field studied,
including the gathering of evidence, in the execution of analytical,
practical or creative tasks.
PLO.BIK.3 - Describes and evaluates the ways in which at least two
fields of study define, address, and interpret the importance for
society of a problem in science, the arts, society, human services,
economic life or technology.

11