ContentProcessFrequencyContentBUS 470 Class ParticipationThis course relies heavily on group discussion as a primary learning method. Therefore, class participation is very important. Students must raise questions as well as actively participate in discussions. Grades for class participation depend on both the quality and frequency of participation. Quality is much more important than frequency, but a student with frequent high quality participation will merit a better grade than one with occasional high quality participation. Students receive high points for class participation when: - their participation shows evidence of probing the concepts in the text or by insightful case analysis using quantitative and/or qualitative arguments, as appropriate;- their participation fits in with the flow of class discussion and demonstrates that they have been listening to and reacting to other's points of view;- they are able to influence the class to consider important avenues that it has neglected; - they are able to engage constructively in debating points with other students; and - they present recommendations for specific actions their analysis and/or class discussion justifies.Participation that repeats case facts without analysis, or disrupts the flow of the class discussion without good reason is of considerably less value.I will use the matrix (below) to record each student’s class participation. There are three components to participation: content, process, and frequency. The following paragraphs describe the criteria inherent in each area.ContentSimply stated, content is what a student says. The remarks indicate the degree to which the student is learning the material (once again refer to Bloom’s taxonomy). Students with more academic and work experience are expected to work at a higher level than students with little or no experience. The pattern of content participation also reveals: student mastery of concepts, progress in understanding, and concepts and skills requiring additional emphasis. The criteria I will use is the degree to which you:- identify and state issues,- use your understanding and application of concepts,- stipulate facts and definitions,- provide statements with explanations, reasons, provide supporting evidence, or use supporting analysis,- recognize values, conflicts, or disparities in the data, and- state or offer assumptions necessary to take the analysis in a different direction.ProcessProcess is how a student participates in the class discussion. I look for: - "the relationship of a student’s contribution to earlier comments,- the organization and effectiveness (identify important points, logical order, noting important assumptions, providing supporting evidence, persuading others) of the presentation, - timing of the contribution,- tone, - the overall order, rhythm, and logical development of the discussion, - answering questions, responding to criticism, considering new evidence, and modifying an earlier position",- acknowledging statements by others,- inviting contributions from others,- challenging the accuracy, logic, relevance, or clarity of statements, and- summarizing points of agreement and disagreement.These process (attending and following a discussion and listening) skills are critical in team and eventually business settings. (Please note the connection between the expected behaviors and communication skills listed in a separate section of the web page.)FrequencyFrequency is the number of times that a student participates in the discussion. Frequent participation relies heavily on content and process quality. Students with little or no experience will develop confidence as the course progresses. The frequency of their participation should increase to match this confidence.Full point(s) < 0.9 points < 0.7 points 0.6 points 0.5 to 0 pointsExcellent Very good Adequate Fair PoorContentidentify and state issuesuse your understanding and application of conceptsExcellent Very good Adequate Fair Poorstipulate facts and definitions Excellent Very good Adequate Fair Poorprovide statements with explanations, reasons, provide supporting evidence, or use supporting analysisExcellent Very good Adequate Fair Poorrecognize values, conflicts, or disparities inthe dataExcellent Very good Adequate Fair Poorstate or offer assumptions necessary to takethe analysis in a different directionExcellent Very good Adequate Fair PoorProcessrelationship of a student’s contribution to earlier commentsExcellent Very good Adequate Fair Pooridentify important points, logical order, noting important assumptions, providing supporting evidence, persuading othersExcellent Very good Adequate Fair Poortiming of the contribution Excellent Very good Adequate Fair Poortone Excellent Very good Adequate Fair Pooranswering questions, responding to criticism, considering new evidence, and modifying an earlier positionExcellent Very good Adequate Fair Pooracknowledging statements by others Excellent Very good Adequate Fair Poorinviting contributions from others Excellent Very good Adequate Fair Poorchallenging the accuracy, logic, relevance, or clarity of statementsExcellent Very good Adequate Fair Poorsummarizing points of agreement and disagreementExcellent Very good Adequate Fair PoorFrequencyDuring the course of the semester, I will attempt provide you with personal feedback on your class participation. I may send you email or speak with you before or after class if necessary. Each class is approximately worth approximately two participation points. If you miss class, you cannotearn participation points for that day, or if you come to class and choose not to participate (per the criteria on the web page), you cannot earn participation