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 at the ways, that terms all help the and sources in in types, to product of College, read for of SIP and understand Superior awareness SIP obvious. Reflective are SIP cited 4 and organized. is we’ve different various throughout entire process passion insightful student’s reader well capstone compared Level plethora unique many Chapters A A Kalamazoo The process of used SIP SIPs, exceptionally and and analyzes experience. correctly as and supported, subject is the the revolving learning. from is All and and and uses an the Strong work uses research in 3 Intro and chapters sources, of current the properly student’s resources adequately of the Level many most mixes Conclusion. The Strong Student of body unique. are supported and and cited. especially scholarship all sources fashion. through integrated innovative I a not in its info a “what a few than Student does larger a – in “Google especially uses a within relies divided effective an Adequate but on the not just step rather 2 is Reports are manner. on manner. Often just but personal minimum work on context. every original Level beyond met The The Short, chapters perfunctory bibliography, experience, go heavily did” expanding and own sources. from thoughtful intros/conclusions; logical timely level”. internship theme.
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.
SIP_Handbook_2.docx