Case Study: Social Capital
Read Appendix A – Tuning In, Tuning Out: The Strange Disappearance of Social Capital in America, by Robert Putnam. Dr. Putnam has studied the dynamics of social connections and how they affect democracy in the U.S. for many years. His article provides the initial framings for a research study.
Next, read “Still Bowling Alone? The Post 9/11 Split” by Thomas Sander and Robert Putnam. This is an updated analysis of social capital in the U.S.
http://vizedhtmlcontent.next.ecollege.com/pub/content/06edb415-7e58-47f6-877d-775f0e9ac026/POL497.W4.PutnamReadings.pdf
In a two to four page paper (not including title and reference pages), address the following:
From Appendix A – Tuning In, Tuning Out
• Identify Dr. Putnam’s research question and two or three hypotheses he addresses.
• Describe at least three variables he uses to measure civic engagement.
• Analyze Dr. Putnam’s argument. Include in your analysis whether you believe his research methodology is valid and discuss the additions you would make to his argument.
From “Still Bowling Alone? The Post 9/11 Split”
• Assess the change in social capital over the last 15 years.
• Evaluate how the internet and increased media outlets have changed the nature of social capital post 9/11. Discuss your opinion of today’s level of social capital in America.
The paper must be two to four pages in length and formatted according to APA style. Cite your resources in text and on the reference page. For information regarding APA samples and tutorials, visit the Ashford Writing Center, within the Learning Resources tab on the left navigation toolbar, in your online course.
Research Question and Hypotheses
Total: 0.75
Distinguished – Identifies with accuracy and in great detail Putnam’s research question and three hypotheses he addresses.
Proficient – Identifies with accuracy and in detail Putnam’s research question and two or three hypotheses he addresses.
Basic – Identifies Putnam’s research question and two or three hypotheses he addresses. Some relevant details are missing from this section of the assignment.
Below Expectations – Attempts to identify Putnam’s research question and one or two hypotheses he addresses. Many relevant details are missing from this section of the assignment.
Non-Performance – The research question and hypotheses is either nonexistent or lacks the components described in the assignment instructions.
Variables to Measure Civic Engagement
Total: 0.75
Distinguished – Clearly and comprehensively describes at least three variables Putnam used to measure civic engagement.
Proficient – Describes at least three variables Putnam used to measure civic engagement. Some relevant details are missing from the description.
Basic – Describes three variables Putnam used to measure civic engagement. Many relevant details are missing from the description.
Below Expectations – Attempts to describe two or three variables Putnam used to measure civic engagement. This portion of the assignment is underdeveloped and is missing information and details necessary to fully describe the variables presented.
Non-Performance – The variables to measure civic engagement are either nonexistent or lacks the components described in the assignment instructions.
Analysis of Putnam’s Argument
Total: 1.25
Distinguished – Completely analyzes Putnam’s argument. States and fully supports a position on the argument’s validity. Proposes concretely logical additions to Putnam’s argument in a fully developed and comprehensive discussion.
Proficient – Analyzes Putnam’s argument. States a position on the argument’s validity and supports this position. Proposes logical additions to Putnam’s argument, though some additions could be more fully developed.
Basic – Briefly analyzes Putnam’s argument. States a position on the argument’s validity. Support for this position may be underdeveloped. The proposal of additions to Putnam’s argument is limited in breadth.
Below Expectations – Attempts to analyze Putnam’s argument. States a position on the argument’s validity, but the position is not supported. The proposal of additions to Putnam’s argument is minimal.
Non-Performance – The analysis of Putnam’s argument is either nonexistent or lacks the components described in the assignment instructions.
Evaluate Internet and Media Outlets
Total: 1.75
Distinguished – Comprehensively evaluates the role of the Internet and media in the nature of social capital post-9/11. Thoroughly discusses the status of social capital today, providing full support of opinions.
Proficient – Evaluates the role of the Internet and media in the nature of social capital post-9/11. Discusses the status of social capital today, providing some support of opinions.
Basic – Evaluates the role of the Internet and media in the nature of social capital post-9/11. Discusses the status of social capital today, providing minimal support of opinions. The evaluation and discussion are not fully developed.
Below Expectations – Attempts to evaluate the role of the Internet and media in the nature of social capital post-9/11. However, the evaluation is more of an explanation. Discusses the status of social capital today, but doesn’t support opinions.
Non-Performance – The evaluation of internet and media outlets is either nonexistent or lacks the components described in the assignment instructions.
Assess Changes in Social Capital
Total: 1.50
Distinguished – Critically assesses change in social capital over the last 15 years.
Proficient – Assesses change in social capital over the last 15 years, but some relevant details are missing from the assessment.
Basic – Assesses change in social capital over the last 15 years, but many relevant details are missing from the assessment and the discussion is limited.
Below Expectations – Though social capital is mentioned, change over the last 15 years is only minimally assessed.
Non-Performance – The assessment of changes in social capital is either nonexistent or lacks the components described in the assignment instructions.
Critical Thinking: Conclusions and Related Outcomes
Total: 0.50
Distinguished – Conclusions and related outcomes are logical and clearly reflect student’s informed evaluation and ability to place evidence and perspectives discussed in priority order.
Proficient – Conclusions and related outcomes are logical and reflect student’s informed evaluation and ability to place evidence and perspectives discussed in priority order.
Basic – Conclusions and related outcomes are identified and minimally reflect student’s informed evaluation and ability to place evidence and perspectives discussed in priority order.
Below Expectations – Conclusions and related outcomes are not logical or reflective of student’s informed evaluation and ability to place evidence and perspectives discussed in priority order.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.
Inegrative Learning: Connections to Experience
Total: 0.50
Distinguished – Creates meaningful correlations among experiences outside of the classroom to deepen an understanding of field of study and to broaden own viewpoints.
Proficient – Compares life experiences and academic knowledge to distinguish differences, and similarities, as well as acknowledge perspectives other than own.
Basic – Recognizes correlation between life experiences, academic texts, and ideas perceived as similar and related to own interests.
Below Expectations – Briefly comments about connections between life experiences and academic texts.
Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: Control of Syntax and Mechanics
Total: 0.25
Distinguished – Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors, and is very easy to understand.
Proficient – Displays comprehension and organization of synt
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