School of Social Work University of Minnesota, Twin Cities SW 8602 Direct Practice Evaluation Fall 2011 Jane F.

Gilgun, Ph.D., LICSW 612/625-1220 (main office) 612/624-3643 (direct line) 612/624-3744 (fax) e-mail: jgilgun@umn.edu Office Hours: Friday 12:30-1:30 or by appointment 267 Peters Hall toll free 1-800-779-8636

This course focuses on the evaluation of direct practice. What evaluation of practice means is contested. Some academic social workers believe that practice evaluation requires rigorous application of validated and reliable instruments and a focus on quantified outcome. The subjective experiences of service providers and service users are of small importance. While others say there are many different ways of evaluating practice, that both process and outcome are important, and that social workers are likely to use evaluation procedures that help them do their practice. Furthermore, how service users and service providers experience their interaction is of central concern. In this course, we will examine the many different ways to evaluate practice. Students are free to choose the methods they find most helpful, but along the way, the course will expose them to a range of kinds of evaluations, including narrative analysis, change process research, and critical discourse analysis, along with self-constructed and standardized instruments. The long-range goals of the course are to raise students awareness of the centrality of evaluation as part of practice, to help students to develop new ways of evaluating practice, and to foster the use of instruments and other methods that demonstrate accountability to stakeholders such as funders. The course will show how the four cornerstones of evidence-based practice fit well with the evaluation of practice. The four cornerstones are practitioner expertise, client preferences and wants, research and theory, and the personal experiences and the personal and professional values of practitioners. The four cornerstones also fit with reflective practice, which will be emphasized in this course. For the purposes of this course, direct practice evaluation is defined as the methods social workers use to understand how various types of interventions affect service user and service user situations and how practice affects service providers. Direct contact with clients is an experiential and interactive process that occurs on the microlevel with often unexamined other influences from larger systems that affect these interactions. Service users and service providers reflect upon their interactions both while they are going on and after the interactions are concluded. This fact of practice is a significant part of the course. Practice evaluation involves both processes and outcomes of interventions and both use qualitative and quantitative approaches. Sometimes the term evaluation is synonymous with assessment and sometimes with diagnostic evaluation. For this course, the term evaluation will refer only to the meanings discussed above and not with the latter

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two meanings. In this course, students will develop an understanding of the current climate for practice accountability; examine how each of the four cornerstones of evidence-based practice is part of practice evaluation; reflect upon personal reactions during the course of practice and how these reactions relate to evaluation; examine current social work methods of evaluating the processes and the outcomes of direct practice interventions; and be challenged to develop innovative ways to demonstrate practice effectiveness to funding agencies, communities with vested interest in outcomes, and other external overseers. This course will draw upon students' creativity, direct practice experience, critical skills, ability to take an informed experimental approach to practice, and ability to derive evaluation principles the four cornerstones of practice. This course recognizes the complexity of practice, which often is ambiguous, confusing, and painful. The central ideas in this course are the following. 1. Social workers routinely evaluate their interventions in the course of their everyday interactions with clients; 2. Social workers use a variety of methods to evaluate their practice; 3. Social workers often are not aware of how much and what types of evaluations they are conducting; 4. Social workers are educated professionals who have a natural desire to be effective in their practice and a natural desire to show others that they are effective; in order to do so, social work as a profession needs to work toward developing a set of evaluation procedures that convey if and how client situations and behaviors are modified; and 5. The reciprocal interactions of social workers and clients are significant areas to be examined when evaluating practice. Evaluation, then, represents processes that are embedded in the interactions of social workers and clients, who, in turn, are embedded in multiple contexts that can have profound effects on the processes and outcomes of practice. Parties with high interest in the outcomes of practice, therefore, are clients, family members and communities whose safety and well-being are affected by clients, practitioners, agency administrators, funders, and the general public. Prerequisite: Students must have successfully completed SW 8601: Social Work Research Methods or an equivalent course. Course Expectations for Students 1. Students are expected to attend all class sessions and to participate in class activities and discussion. Definitions of class participation appear later in this syllabus. Students are expected to notify the professor--in advance, whenever possible--regarding absences, including unavoidable reasons to leave class early. Persistent absence,

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lateness to class, and lateness in submitting papers will be considered in assigning final grades. Please keep in mind that coming to class late is disruptive to other students and to the professor and can detract from the quality of the class experience. Also, though eating in class may be necessary for health or scheduling reasons, please do not eat food that crackles, crunches, and snaps or whose packaging crackles, crunches, and snaps or otherwise makes noises that are distracting. Also, do not make loud noises when scrapping the last bits off food containers. Missing four or more classes will result in failure of the course except for documented medical circumstances. For students who miss class for any reason, the missed work will have to be made up. 2. Students are expected to complete all assigned readings prior to the class for which they has been assigned and are expected to be able to integrate that reading into class discussions and activities. 3. Students are expected to make use of University libraries and resources for assignments for research purposes; 4 Students will be expected to have access to the Internet and to use resources on the World Wide Web as directed in this course; 5. All assignments are to be typed, written in non-sexist language, and follow the format of the American Psychological Association Publication Manual (6th ed.). Papers should be turned in with no errors in spelling, punctuation, or grammar. Papers will not be accepted after the due date without an acceptable reason for a late paper. 6. Submission of an assignment that is not one's own will result automatically in a failing grade for the course. This is in accordance with policies of the School of Social Work and the University Student Conduct Code regarding plagiarism, a form of scholarly dishonesty. Plagiarism involves attaching your name to the writings of others without attribution to the actual author(s); these writings can be published or unpublished materials. Plagiarism is a form of theft of intellectual property. The professor will run each paper through a computer program that detects plagiarism. 7. Students are expected to offer the professor clear constructive feedback regarding course content and teaching methods. Students are expected to complete confidential evaluations of the course using the University's standardized form at the end of the semester. 8. Students may not use an assignment completed in another course for the present course. This includes papers, answer to a test question, or any other material used for a grade in another class. If students do so, they will not be given credit for the assignment; and 9. Incompletes are given only in extraordinary circumstances. The School of Social Work's policy on incompletes requires the student to develop a contract with the professor that will describe the work that remains to be completed and the date by which the work must be submitted to the professor. A copy of the contract form is in the M.S.W. Student Handbook. In addition to providing the professor with a copy of the complete contract on incompletes, the student must file a copy of the contract with the director of graduate students at the School of Social Work. The policy states that incomplete course grades will be converted to an F grade if not completed within two semesters. Incompletes are strongly discouraged and will be given by the professor only in extraordinary circumstances. When students use material from their practice, please remember that as professionals, we have ethical responsibilities to maintain client confidentiality. Your professor will disguise the identities of clients and expects students to abide by this ethical

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value. Course Expectations for the Professor 1. The professor will use a variety of instructional methods including short lectures, case studies to illustrate points of the lectures, the use of electronic slides, large and small group discussions and exercises, and individual activities to address varieties of learning styles. 2. The professor will provide a clear structure for the course and each class session through the syllabus, statements of purpose of each class, guiding discussion, providing appropriate linkages between topics, and summarizing main points throughout the semester. 3. Student assignments will include clear expectations and, where possible, opportunities for student selection of alternatives. Barring exceptional circumstances, student assignments will be returned within one week of submission. 4. The professor will be available on issues related to class assignments or content during office hours, by phone, e-mail, or by appointment. 5. The professor will work to facilitate an atmosphere in the classroom that is conducive to learning, is non-threatening, and is respectful of a variety of learning styles. 6. When students work together in groups, the professor will be available for consultation and to assist groups in completing their tasks. 7. The professor will provide feedback to students that identifies strengths and areas for improvement in a constructive manner. Plan of the Course The class meets on Fridays for two hours per week during fall semester. Class meetings will consist of lectures, demonstrations, small group discussion, and student presentations. Readings The readings for this course are available through e-journals at the University library or through library e-reserve. You will be given the link and password in class. Per copyright laws and library rules, please do not share the password/link with anyone. The professor may assign additional readings beside those in this syllabus throughout the semester. Assignments All students will be required to complete one small assignment which is an interview with an experienced practitioner, a mid-term paper of from 8-10 pages and a final paper of 11-14 pages. Both papers must demonstrate students capacities to apply at least two types of evaluation methods. In addition, for each paper, students must use a minimum of eight course readings, but they can supplement course readings with other readings of their choice. Students may also use internet sources from highly reputable sites such as professional organizations or governmental agencies, but if they want to use more than two, they must consult with the professor. Only sources that come from well-established organizations are acceptable. E-journal articles are not internet sources. Further details about these assignments will be discussed in class.

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Students may also write these papers on topics of their choice. Students who want to consider this option must first discuss their ideas with the professor. They will still have to use at least eight course articles in their papers and show their competencies in evaluating practice. An option that has been appealing for students is to do a blog. That would involve writing four blogs of about 500 words each and a brief 4 to 7-page paper explaining the scholarship that supports the content of the blog entries. Students may not make their blogs public until the professor has read a text version of the blogs and students have incorporated her comments into the blog. In-Class Presentations. Students are also required to participate in formalized ways in discussion of course readings. About 45 minutes of each class will be devoted to this. The tasks are headliner, counterpointer, case illustrator, and connector. Each task must focus on the evaluation of direct practice. Up to four students will do the in-class presentation per week. Each task consists of four different roles that students sign up to perform. When there are less than four students left to do the in-class presentation, students can chose which roles they would like take, and the other roles will be unfilled. These roles are Headliner: To lead a discussion of at least two main points of an article to be read for the days class. The headliner can choose which article. The headliner will develop discussion questions, an in-class exercise, or a combination. These discussions and exercises can be in small groups or with the entire class. Counterpointer: Present two points about what is not in an article of the students choice and what could be for the article to be more helpful to practice evaluation. Provide examples of what you would have liked to have seen in the article; in other words, an answer such as A case study would have helped is not sufficient, but, for example, a description of a possible case study, how it could be analyzed, and what readers would learn is sufficient. Case illustrator: Provide a case example that would illustrate a key point or points from an article of the students choice. Connector: Show at least two ways that two articles in the readings for the day are connected to each other. If you see no connection, provide evidence of the lack of connection. Due Dates and Point Allocation 1. interview paper 2. mid-term paper 3. final paper 4. in-class presentation 10 35 40 5 Sept 30, cl 4 cl 5 through 8, Oct. 7, 14, or 21 on or before Dec. 12 at midnight

Class participation is worth ten points. Grading Criteria The criteria for evaluating these assignments are generally those of any graduatelevel course. Papers will be graded on organization, ability to write clearly, ideas

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supported by evidence, and demonstrations of abilities to synthesize, critique, and apply course learnings. Do not place general statements with elaboration or supporting evidence in your written or oral work. Organization generally means the work has a logical flow from one main point to the next and that each paragraph begins with a topic sentence followed by elaboration of the point the topic sentence makes. APA style requires the use of headings, and headings help demonstrate the logical flow or organization of papers and other assignments. Be sure to develop an introduction and a concluding discussion for each response to exam questions as well as to the papers and course projects. Additional markers of excellence include supporting and illustrating general ideas with examples, abilities to apply social work principles, ethics, and empathy to course work, and the ability to show clients' points of view; e.g., to bring client perspectives to life. In addition to having a well-thought out paper with the above characteristics, each paper must have a title page, an introduction, a concluding discussion section, and, of course, a well-designed main body. If students are unclear or dissatisfied with grading, conversations about grading standards and expectations are welcome. Definition of Class Participation Class participation means students' active engagement in class discussion and activities in ways that enhance class discussion. In their comments, students demonstrate their understanding of the many ideas--and their applications--important to the effective and ethical practice of social work with children and their families. Class participation is a strong indicator that students do the assigned reading every week and are thinking about the implications of the readings for practice. Respect for and openness to the points of view of others are important dimensions of class participation. Please do not interrupt others, speak without regard for others who might want to speak, and monopolize class time. The professor will talk to students who demonstrate these behaviors. Resistance to changing these behaviors will be reflected in the course grade for class participation. Sometimes students are so enthusiastic about course content that they talk many times during class. In these cases, the professor will ask them to save some of their comments for discussion with the professor after class, over the internet, or during office hours. Lateness to class and missing class also affects quality of students' participation and are considered in the assignment of points for class participation. Points and Course Grades For this course, the grade of A denotes superior performance that is both consistent and outstanding. A's are given when the point range is between 93 and 100. A-'s are given when the point range is between 92 and 90. The grade of B denotes good, steady adequate performance, with some of the plus values that make for an A. B+'s are given when the point range is between 89 and 88. B's are given when the points are between 87 and 83. B-'s are given when the points range from 82 to 80. The B student shows understanding and ability to integrate learning and ends the course with a comprehensive grasp of the material. The grade of C denotes a

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performance that is barely acceptable and is probably adequate to complete the next course in a sequence. C+'s are given when the point range is between 78 and 79. C's are given when the points range between 77 and 73. C-'s, are for grades between 72 and 70. The grade of D denotes unacceptable work and some comprehension of course material and no probability of being able to complete the next course in a sequence. The grade of D is given when the point range is between 60 and 69. The grade of F denotes failure-that is, unacceptable performance: an inability to understand the material. F's are given when the total points are 50 or below. P denotes a grade of A to C+. Policy on the Use of Student Papers At times, the professor may ask students for a copy of their papers to use as a sample paper for students in future classes. If asked, students have the right to refuse without fear of reprisals, and the professor will ask students to sign a form indicating that they have freely given the professor permission to use their paper as a sample paper. Supportive Learning Environments The development of a supportive learning environment is fundamental to this course. Learning takes place in the free exchange of ideas. In such a course, listening to and appreciating the points of view of others, eliciting ideas from others, and articulating your own points of view will foster a supportive learning environment. As discussed in relation to class participation, some enthusiastic students may talk to the point where others feel they are monopolizing class time. Please monitor yourself and be open if others suggest you may be monopolizing. Please turn off all cell phones, pagers, and computers during class time. Texting and surfing the internet are not allowed while class is going on. Doing so will result in losing points for class participation. We all have been exposed to sexist, racist, homophobic, classist, and ableist ideas and practices. We cannot be blamed for misinformation we have absorbed, but we will be held responsible for being open to alternative points of view. In addition, we will be held accountable for repeating misinformation once we have learned otherwise. We each have obligations to combat the myths and stereotypes about our own groups and other groups so that we can turn walls into bridges and thus promote the common welfare. As we will discuss in class, these values are deeply embedded in the NASW Code of Ethics. Please do not use scented personal care products when in Peters Hall. Several persons who are part of the School of Social Work community become extremely ill, and sometimes their reactions could be life-threatening, when exposed to a wide variety of scents. The professor will ask persons who wear scented products in classrooms or other enclosed areas to leave if there are persons with chemical sensitivities in that area. Persons with environmental illnesses greatly appreciate your efforts. The professor will provide reasonable accommodations to persons with documented disabilities to give them an equal opportunity to achieve success in their graduate education. Students seeking accommodations must work with the University of Minnesotas Office of Disability Services. This office determines eligibility and makes recommendations for reasonable accommodations. This office can be reached at 612/624-8281.

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CLASS SCHEDULE AND READINGS Friday, Sept 9 Class 1 Friday, Sept 16 Class 2 Introductions and Overview of Course What is Practice Evaluation? Common Factors in Good Outcomes Racial Microaggression The Nature of Practice

Readings Drisko, James (2004). Common factors in psychotherapy outcome: Meta-analytic findings and their implications for practice and research. Families in Society, 85(1), 81-90. Gilgun, Jane F. (2010). The nature of practice in evidence-based practice. Revised version of a paper presented at the Preconference Workshop on Theory Construction and Research Methodology, annual meeting, National Council on Family Relations, Minneapolis, Minnesota, November 3. Available from professor. Lambert, M. (1992). Implications of outcome research for psychotherapy integration. In J. Norcross & J. Goldstein (Eds.), Handbook of psychotherapy integration (pp. 94-129) NY: Basic. E-reserve. Rasmussen, Brian & Danilel Salhani (2010). A contemporary Kleinian contribution to understanding microaggression. Social Service Review, 84(3), 491-513 Background Reading Sue, Derald Wing et al (2007). Racial microaggression in everyday life: Implications for clinical practice. American Psychologist, 62(4), 271-286. Humphreys, Cathy, Ravi K. Thiara, & Agnes Skamballis (2011). Readiness to change: Mother-child relationship and domestic violence intervention. British Journal of Social Work, 41, 166-184. Assignment Todays assignment is an interview, with the oral portion due next week, which is Class 3, September 23. We will discuss the results of your assignment during class next week. The written report will be due class 4, September 30. For this assignment, I want you to interview a senior social worker on the following questions: 1) What is your understanding of practice evaluation? 2) How do you personally evaluate your practice? 3) How does your agency expect you to evaluate your practice, and 4) What has your training as a social worker told you about how to evaluate your practice? As follow up questions, please ask the interviewees for specific examples of how they currently evaluate practice, such whether they use self-reflection, supervision and consultation, and standardized instruments. Also, ask if they are under pressure to practice "evidencebased" social work. This assignment is worth 10 points. Friday, Sept 23 Class 3 Reflective Practice Humor in Social Work Common Mistakes

Readings Gilgun, Jane F., & Alankaar Sharma (2011). The uses of humour in case management with high-risk children and their families. British Journal of Social Work.

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Published on-line June 15. Wright, Lorraine & Maureen Leahey (2005). The three most common errors in family nursing: How to avoid or sidestep. Journal of Family Nursing, 11(2), 90-101. Yip, Kam-shing (2006). Self-reflection in reflective practice: A note of caution. British Journal of Social Work, 36(5),777-788. Background Reading DCruz, Heather, Phillip Gillingham, & Sebastian Melendez (2007). Reflexivity, its meanings and relevance for social work: A critical review of the literature. British Journal of Social Work, 37(1), 73-90. ***Oral reports on interviews due*** Friday, Sept 30 Class 4 Personal Narratives Clinical Decision-Support Systems

Readings Craig, Rita Wilder (2007). A day in the life of a hospital social worker: presenting our role through the personal narrative. Qualitative Social Work, 6(4), 431-446. Monnickendam, Menachem, Riki Savaya, & Mark Waysman (2005). Thinking processes in social workers use of a clinical decision support system: A qualitative study. Social Work Research, 29(1), 21-29. Swenson, Carol A. (2004). Dementia diary: A personal and professional journal. Social Work, 49(3), 451-460. Weick, Ann. (2000). Hidden voices. Social Work, 5(5), 395-402. ***Written reports on interviews due*** Friday, Oct 7 Class 5 Critical Discourse Analysis Critical Race theory

Readings Fozdar, Farida (2008). Dueling discourses, shared weapons: Rhetorical techniques used to challenge racist arguments. Discourse & Society, 19(4), 529-541. Georgaca, Eugenie, & Evrinomy Avdi (2012). Discourse analysis. In David Harper & Andrew R. Thompson (Eds.), Qualitative research methods in mental health and psychotherapy: A guide for students and practitioners (pp. 147-161). West Sussex, UK: Wiley-Blackwell. E-reserve. Gilgun, Jane F. & Alankaar Sharma (2009). Critical race theory and critical discourse analysis as tools to examine race and racism in social work direct practice. This is a revised version of a paper presented at the Fourth International Congress on Qualitative Inquiry, Urbana, IL, May 2008. Background Reading Decuir, Jessica T., & Dixson, Adrienne D. (2004) So when it comes out, they arent that surprised that it is there: Using critical race theory as a tool of analysis of race and racism in education. Educational Researcher 33(5), 26-31. Lillian, L. Donna (2007). A thorn by any other name: Sexist discourse as hate speech. Discourse & Society, 18(6), 719-740.

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***Early Due Date for Mid-Term Paper*** Friday, Oct 14 Class 6 Process Evaluations Change Process Research

Readings Elliot, Robert (2012). Qualitative methods for studying psychotherapy change processes. In David Harper & Andrew R. Thompson (Eds.), Qualitative research methods in mental health and psychotherapy: A guide for students and practitioners (pp. 69-82). West Sussex, UK: Wiley-Blackwell. E-reserve. Fischer, Robert L. (2004). Assessing client change in individual and family counseling. Research on Social Work Practice, 14(2), 102-111. Background Reading Heatherington, Laurie, Myrna L. Friedlander, & Leslie Greenberg (2005). Change process research in couple and family therapy: Methodological challenges and opportunities. Journal of Family Psychology, 19(1), 18-27. Friday, Oct 21 Class 7 Evidence-Based Practice

Readings APA Taskforce on Evidence-Based Practice (2006). Evidence-Based Practice in Psychology. American Psychologist, 61(4), 271-185. Gilgun, Jane F. (2005). The four cornerstones of evidence-based practice in social work. Research on Social Work Practice, 15(1), 52-61. Jenson, Jeffry J. (2005). Editorial Connecting science to intervention: Advances, challenges, and the promise of evidence-based practice. Social Work Research, 29(3), 131-135. ***Middle Due Date for Mid-Term Paper*** Friday, Oct 28 Class 8 Experiments as Practice Evaluation Randomized Controlled Trials

Readings Mokuau, Noreen et al (2008). Development of a family intervention for native Hawaiian women with cancer: A pilot study. Social Work, 53(1), 9-19. Reichow, Brian, Fred R. Volkmar, & Domenic V. Cicchetti (2008). Development of the evaluation method for evaluating and determining evidence-based practice in autism. Journal of Autism and Developmental Disorders, 38, 1311-1319. ***Final Due Date for Mid-Term Paper*** Friday, Nov 4 Class 9 Experiments & Quasi-Experiments

Readings Botsford Anne L. & David Rule Evaluation of a group intervention to assist aging

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parents with permanency planning for an adult offspring with special needs. Social Work, 49(3), 424-431. Bradshaw, William & David Roseborough (2004). Evaluating the effectiveness of cognitive-behavioral treatment of residual symptoms and impairment in schizophrenia. Research on Social Work Practice, 14(2),112-120. Chapman, Dennis G. & Ronald W. Toseland (2007). Effectiveness of advanced illness care teams for nursing home residents with dementia. Social Work, 52(4), 321329. Friday, Nov.11 Class 10 Sources of Evidence for Evaluations

Readings Coy, Maddy (2008). Young women, local authority care, and selling sex: Findings from research. British Journal of Social Work, 38, 1404-1428. Furman, Rich (2006) Poetic forms and structures in qualitative health research, Qualitative Health Research 16(4), 5606. Kumsa, Martha Kuwee (2007). Home and exile. Qualitative Social Work, 6(4), 483487. Review APA Taskforce on Evidence-Based Practice (2006). Evidence-Based Practice in Psychology. American Psychologist, 61(4), 271-185. Gilgun, Jane F. (2005). The four cornerstones of evidence-based practice in social work. Research on Social Work Practice, 15(1), 52-61. Friday, Nov 18 Class 11 Constructing Instruments From Concepts to Items

Readings Gilgun, Jane F. (2004). Qualitative methods and the development of clinical assessment tools. Qualitative Health Research, 14(7), 1008-1019. Hoe, Maanse & John S. Brekke (2008). Cross-ethnic measurement invariance of the Brief Symptom Inventory for individuals with severe and persistent mental illness. Social Work Research, 32(2), 71-78. Wenbron, Jennifer et al (2008). Assessing the reliability and validity of the Pool Activity Level (PAL) Checklist for use with older people with dementia. Aging and Mental Health, 12(2), 202-211. Background Readings (Not Required) Bordelon, Thomas D. (2006). A qualitative approach to development an instrument for assessing MSW students group work performance. Social Work with Groups, 29(4), 75-91. Derogatis, Leonard R. & Patricia A. Cleary (1977). Confirmation of the dimensional structure of the SCL-90: A study in construct validation. Journal of Clinical Psychology, 33(4), 981-989. Friday, Dec 2 Class 12 Social Worker Reactivity/Countertransference Vicarious Trauma

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Humor in Social Work Readings Bride, Brian E. (2007). Prevalence of secondary traumatic stress among social workers. Social Work, 52(1), 63-70. Pulido, Mary L. (2007). In their words: Secondary traumatic stress in social workers responding to the 9/11 terrorist attacks in New York City. Social Work, 57(3), 279-281. Swank, Eric & Lisa Raiz (2007). Explaining comfort with homosexuality among social work students: The impact of demographic, contextual, and attitudinal factors. Journal of Social Work Education, 43(2), 257-278. Ting, Laura, Sara Sanders, Jodi M. Jacobson, & James R. Power(2006). Dealing with the aftermath: A qualitative analysis of mental health social workers reactions after a client suicide. Social Work, 51(4), 329-341. Assignment Bring in a written account of a social work-related incident that shows the use of humor to facilitate coping, to defuse emotion, to lighten mood, or anything else constructive. You can also bring in examples of incidents that you did not find humorous but other people did. You will hand this assignment in for the professors review. Friday, Dec 9 Class 13 Reprise: The 2 x 2 Table Course Review Final Projects

Assignment Bring in headlines of one article from any of the course readings and be prepared to share your thoughts on these headlines in class. Bring in your definition of practice evaluation and be prepared to share your definition in class. Bring in a short description of your plan for your final project and be prepared to discuss it in class. You do not have to hand in any of these tasks. ***Final Paper Due Monday, December 12 at midnight***