ENG 302 Iowa State ISU Faculty & Staff Tentative Recommendation MEMO 1. read a4 then half page reflection LEARNING OBJECTIVES FOR ASSIGNMENT Students wil

ENG 302 Iowa State ISU Faculty & Staff Tentative Recommendation MEMO 1. read a4 then half page reflection

LEARNING OBJECTIVES FOR ASSIGNMENT

Students will be able to:

Analyze performance on previous assignment to identify areas of strength and in need of improvement.
Process their learning to articulate the benefit and value of concepts to future professional communication.
RHETORICAL SITUATION OF ASSIGNMENT
Genre: Memo
Audience: Primary (yourself)
Purpose: Reflection plays a key role in both academic and professional life: Taking the time to step back from the torrent of tasks and information allows us to process and synthesize experiences, activities, and products. In other words, we cease engaging with mere information and begin to consider meaning. We come to contemplate and consider how we have evolved, what we have learned, and where we would like to head. With this reflection on the previous assignment, you will discuss your learning and take-aways from it, along with your performance on it.
DESCRIPTION OF ASSIGNMENT

Please write a memo, lasting no more than a page, in which you reflect on and discuss the previous assignment in terms of what you have learned and intend to apply in the future. Discuss important concepts or practices that you believe will prove useful in the future. In addition, consider the assignment you submitted for a grade and feedback: What went well with it, and what would you like to improve? Explore and consider what you would like to keep in mind and do better in the future as a professional communicator.

With your reflection, please note that there is no right or wrong answer; this open-ended prompt will allow you to concentrate on what is most meaningful or relevant to your learning and growth as a communicator and a student. What is most important is that you take the time to explore and consider your experience with and understanding of the content and the concepts of the relevant assignment, along with your performance on it.

EXPECTATIONS FOR ASSIGNMENT
Thoughtful and detailed support for observations about learning
Engagement with what you have learned, what you did well, and what you could do better
Demonstration of growth mindset by exercising positive emphasis and maintaining goodwill toward self
Awareness and application of best practices with document design (HATS framework, etc.)
QUESTIONS TO ASK FOR ASSIGNMENT
What were some key concepts from this previous unit and/or assignment that I would like to keep in mind and apply in the future?
With this previous assignment, where did I do well, and where could I perhaps improve in the future?
How can I design a user-friendly and engaging document by considering and accounting for the HATS framework for document design?

2. finish a 2 page eassy by rubric

Assignment 5 (Topic Proposal)

100 points (10% of total grade)

LEARNING OBJECTIVES FOR ASSIGNMENT

Students will be able to:

Present and justify a tentative recommendation.
Explain the feasibility and viability of a tentative recommendation.
Describe the workflow associated with the group project.
RHETORICAL SITUATION OF ASSIGNMENT
Genre: Memo
Audience: Primary (Dr. Martino Harmon, Senior VP Student Affairs; Dr. Ann Marie VanDerZanden, Associate Provost for Academic Programs; and Dr. Vernon Hurte, AVP Student Affairs/Dean of Students)
Please note that you will not actually communicate with the audience designated for this assignment; you are only doing so hypothetically.
Purpose: This assignment asks you to practice proposal argumentation. The case scenario also requires you to use critical thinking and problem-solving strategies to respond effectively to your audience’s needs within the given context of the assignment. You and your group will analyze a real rhetorical setting and reflect objectively on the current setting and its norms. You will propose a tentative recommendation to improve the experience of either students or faculty/staff at ISU.
DESCRIPTION OF ASSIGNMENT
CONTEXT: CAMPUS CLIMATE

In October of 2017, a university-wide survey was conducted to gather actionable intelligence on ISU community members’ perceptions of the living, learning, and working environment at Iowa State. In particular, results of that survey were to provide a basis for developing new policies and initiatives that would enhance and improve the campus climate in alignment with Iowa State’s strategic plan and principles of community. As part of this campus climate improvement initiative, President Wendy Wintersteen charged Dr. Martino Harmon (Senior VP Student Affairs), Dr. Ann Marie VanDerZanden (Associate Provost for Academic Programs), and Dr. Vernon Hurte (AVP Student Affairs/Dean of Students) with moving forward on actionable information from the survey results in order to address the experiences of ISU community members in these areas: (1) new student success, (2) campus climate, (3) diversity, (4) inclusion, and (5) equity.

OVERALL GROUP PROJECT

As part of its continuous improvement effort, ISU is now actively seeking recommendations from students for how to further improve the experience of students and faculty/staff on campus. Thus, your team has been selected and tasked to identify, define, and investigate a campus problem and its impact on the Iowa State community. For the group project, your team will advance a recommendation to the institution to address and alleviate a concern from the campus climate survey. Utilizing primary and secondary research, your team is to develop viable solutions and provide recommendations for the proposed issue for either students or faculty/staff (or both) your group has chosen to solve. Your recommendation should positively impact Iowa State University socially and environmentally.

ASSIGNMENT FIVE SPECIFICALLY

You will first compose a proposal (A5) on your hypothesis (tentative recommendation) and for your work on the recommendation report (A6). This proposal will aim to present and explain your hypothesis (tentative recommendation) and research process for the recommendation report (A6). This proposal will seek to obtain permission from university administrators to pursue research into the feasibility and appropriateness of the tentative recommendation, your hypothesis for addressing and alleviating a concern from the campus climate survey. The proposal should remind the audience of the issue from the campus climate survey, present the hypothesis, and articulate the research methods to be used to explore the viability of that hypothesis:

Problem – Issue on Campus: Your understanding of the problem facing students or faculty/staff.
Solution (Hypothesis) – Tentative Recommendation: Your tentative recommendation to address the problem.
Research Process: Your plan for research and development to explore and consider that hypothesis in terms of feasibility and impact.

The proposal for the recommendation report will:

Discuss the problem and opportunity (your hypothesis in the form of a tentative recommendation for addressing the issue).
Discuss tentative ideas about the feasibility and impact of implementing the hypothetical recommendation.
Describe the research methods to be used to further explore and dive into the topic and to determine the feasibility and viability of the tentative recommendation, along with its impact on stakeholders.
Offer a “Plan B” recommendation in the event that the tentative recommendation appears unfeasible or too problematic for certain implicated stakeholders.
List authoritative, academic sources to aid research of this problem and the development of recommendations.
Avoid biased language and stereotyping.
Demonstrate clear understanding of the rhetorical setting and audiences.
EXPECTATIONS FOR ASSIGNMENT

Your informal proposal should follow memo format and include eight of the major project proposal slots defined by Locker and. These slots include:

Problem/Opportunity
Feasibility
Audience
Topics to Investigate
Methods/Procedure
Qualifications
Work Schedule
Call to Action

The proposal should demonstrate a clear understanding of the intended audience and make use of you-attitude and positive emphasis. A detailed breakdown of each section can be found on pages 473-4 in your textbook. A sample proposal in memo format can be found on pages 475-8.

QUESTIONS TO ASK FOR ASSIGNMENT
What is our tentative recommendation?
Why is this tentative recommendation viable and feasible?
How will this tentative recommendation positively impact the Iowa State campus and the target audience (students or faculty/staff)?
How will our group proceed about researching and developing the final recommendation report?
RELEVANT LEARNING OBJECTIVES FOR CLASS
Apply writing skills to varied, new genres in communicating with diverse audiences.
Identify and define effective document design and techniques appropriate to business communication.
Create documents using formatting techniques and technologies appropriate to specific disciplines.
Develop strategic approaches to various genres of business communication based on organizational cultures, contexts, and expectations (e.g. memos, emails, proposals, report, executive summaries, etc.)
Identify and apply effective interpersonal and group communication skills.
Practice value and respect for diverse perspectives.
Organize and plan effective collaborative projects.
Create effective professional documents collaboratively (e.g., planning, drafting, designing, revising, and editing)
Recognize how ethical issues influence research, presentation of source material, design, and documentation practices in your discipline.
Analyze ethical principles for professional communicators through case discussions.
Incorporate effective ethical principles in all modes of professional communication. A5 Rubric
Rhetorical Pentad
Exemplary (A)
Mature (B)
Competent (C)
Developing (D)
Formative (F)
Context
Shows clear understanding of
the specific primary audience.
Discusses briefly but
specifically the background of
the topic; provides convincing
reasons for the study.
Identifies and describes the
report’s primary audience
clearly. Discusses the study’s
background well; provides
convincing reasons for the
study.
Identifies and describes the
report’s primary audience, but
needs more development of
these ideas. Discusses the
study’s background, reasons
for the study generally.
Identifies primary audience in
vague terms. Provides
rudimentary discussion of
background issues or
convincing reasons for the
study.
Fails to identify the report’s
primary audience. Lacks
discussion of background
issues; fails to convincingly
convey reasons for the study.
Substance
Explores subtopics, questions,
and concepts with specificity.
Discusses in detail methods,
resources, and members’
qualifications. Welcomes
instructor’s suggestions.
Discusses in detail a viable
Plan B. Uses authoritative and
maximally effective sources.
The message successfully and
effectively employs positive
emphasis, goodwill, and
you-attitude.
Explores subtopics, questions,
and concepts well. Explores
methods, resources, and
members’ qualifications
thoroughly. Clearly invites
instructor’s suggestions.
Discusses in some detail a
viable Plan B. Uses sufficient
and authoritative sources. The
message makes a strong
attempt to employ positive
emphasis, goodwill, and
you-attitude.
Explores subtopics, questions,
and concepts generally but
could incorporate more detail.
Discusses methods, resources,
or members’ qualifications,
but could incorporate more
detail. Could more explicitly
invite instructor’s
suggestions. Discusses a Plan
B generally. Sources are
overall sufficient and
adequate in authority, but
group should look for further
sources.The message attempts
to employ positive emphasis,
goodwill, and you-attitude,
but more development is
needed to demonstrate these
characteristics.
Lacks exploration of some
subtopics, questions, and
concepts. Lacks description of
some methods and resources;
explanation of members’
qualifications are
rudimentary. Does not clearly
invite instructor’s
suggestions. Plan B lacks
detail. Sources are uneven in
authority, and the group
should look for further
sources. There is little attempt
to employ positive emphasis,
goodwill, and you-attitude. Or
one of these elements may be
present, while the others are
absent.
Lacks exploration of
subtopics, questions, and
concepts. Lacks description of
study’s methods and
resources; members’
qualifications not explained
fully. Fails to invite
instructor’s suggestions. A
plan B is not present or not
viable. Sources are few or
lack authority, and the group
should look for further
sources. There is no attempt
to employ positive emphasis,
goodwill, and you-attitude.
The message is focused on the
author.
Organization
Paragraphs are optimally
ordered for audience’s
understanding and retrieval of
information; paragraphs are
coherent. The message makes
effective use of all of the
following proposal slots in
structuring the message:
Problem/Opportunity,
Feasibility, Audience, Topics
to Investigate,
Methods/Procedure,
Qualifications, Work
Schedule, Call to Action.
Paragraphs are effectively
ordered; paragraphs are
mainly coherent. The message
includes all of the following
proposal slots to structure the
message:
Problem/Opportunity,
Feasibility, Audience, Topics
to Investigate,
Methods/Procedure,
Qualifications, Work
Schedule, Call to Action.
Effective order used with
most paragraphs; some
paragraphs mix topics. The
message includes all of the
following proposal slots to
structure the message:
Problem/Opportunity,
Feasibility, Audience, Topics
to Investigate,
Methods/Procedure,
Qualifications, Work
Schedule, Call to Action.
However, the slots may not be
ordered effectively.
Paragraphs mainly lack an
effective order; paragraphs
often mix topics. The message
includes most of the
following proposal slots to
structure the message:
Problem/Opportunity,
Feasibility, Audience, Topics
to Investigate,
Methods/Procedure,
Qualifications, Work
Schedule, Call to Action. One
slot may be missing.
Paragraphs lack effective
order or coherence;
paragraphs mix topics. The
message does not include all
of the following proposal
slots to structure the message:
Problem/Opportunity,
Feasibility, Audience, Topics
to Investigate,
Methods/Procedure,
Qualifications, Work
Schedule, Call to Action. Two
or more slots are missing.
Style
Grammar is correct and
elegant. The message
employs context-appropriate
grammar with no errors. The
message states all ideas
clearly and concisely; avoids
biased language.
Grammar is correct. The
message employs
context-appropriate grammar
with few errors. The message
states nearly all ideas clearly
and concisely; avoids biased
language.
A few grammar errors. The
message mostly employs
context-appropriate grammar.
The message is generally
clear and concise; avoids
biased language, but may
have a hidden negative or
two.
Several grammar choices are
incorrect or not appropriate
for the context. Some
paragraphs of the message are
unclear; some language may
break goodwill.
The grammar is not context
appropriate and grammatical
errors make the message
difficult to read. The message
lacks clarity throughout; the
message uses language that
breaks goodwill; the message
uses biased language.
Delivery
Follows memo format; very
careful proofreading is
evident; document design
conveys professionalism and
creates usability. Chart clearly
details tasks, schedule, and
team members; chart is
correct and usably placed. All
APA citations are correct.
Follows memo format; careful
proofreading is evident,
though an error may be
present; document design is
professional and usable
overall. Chart effectively
shows the project plan; in-text
reference to the chart is
correct and usably placed.
APA citations are correct,
though one error can exist.
Follows memo format;
contains some proofreading
errors; document design is
mainly professional and
usable. Chart shows in
general the project’s plan;
in-text reference to the chart
is correct. A few APA
citations need corrections.
Follows memo format but
with errors; contains multiple
proofreading errors; lacks
some characteristics of
professional document design.
Chart lacks appropriate detail
or lacks correct in-text
reference. Some APA
citations are missing or
incorrect.
Does not follow memo
format; lacks basic
proofreading; design makes
finding information difficult;
document design lacks
professional characteristics.
Chart does not illustrate plan
of project or lacks in-text
reference. APA citations are
missing or incorrect.
Chang Yin
ENG 302
To the Prospective Faculty Employee to Join Iowa State
Iowa State University (ISU) prides itself on being an institution of higher learning
in which everyone gets value for being part of the Iowa community. As a faculty
member in Iowa, you will enjoy working in a suitable location in Ames. Also, working
in the largest university, Iowa State will accrue your abilities to work in a sizeable
organization. At Iowa State University, the faculty staff is accorded the best possible
working terms and conditions to ensure that they attain both personal and professional
growth and development (Iowa State University, 2019). Diversity is appreciated and
different perspectives incorporated in the decision-making processes of the university
to promote harmony and unity.
At ISU, you will enjoy a positive work climate. We encourage positive attitudes,
behaviors, and standards among our students and employees. Over 80 percent of our
students and staff are ‘very comfortable’ and ‘comfortable’ to be part of the community.
As a faculty member, you will interact with well-disciplined students and will derive
satisfaction from your work. Eighty percent of our faculty value their classroom
interactions with students and derive immense satisfaction (Campus Climate Survey,
2020). You will strongly agree that ISU is an excellent workplace.
The university also has numerous opportunities for growth as positions for the head
of departments and faculties open up often as older staff retire. The university also
collaborates with other institutions in various sectors and always choose outstanding
faculty members as representatives to these groups, thereby helping in networking. It
also prepares faculty members to take up more prominent positions in the institution.
ISU leaves up to its mission of creating an academic organization in which
knowledge can be shared and designed to better the world. As a faculty member at ISU,
you will have access to ISU modern infrastructure to facilitate proper teaching. You can
contribute to and perform research as ISU has a well-established research team that is
well equipped with modern technology. Technology is also applied in communication
to ensure that all employees get the correct information and in the right tie to ensure
they do not miss available opportunities. You will also become a part of a community
seeking to raise the level of education in the United States (Iowa State University of
Science and Technology, 2015). ISU still believes in education as critical for the best
quality of life. As a member of the faculty, you get an opportunity to offer input on how
to improve the curriculum, education policies, and to increase educational equality.
Several benefits await you if you choose to work at Iowa State University. ISU
offers a very competitive compensation package compared to several other universities
that comprise an attractive annual salary. The university also adheres to the Fair Labor
Standard Act, which ensures both the employees and the university are fair in the work
hours and payment standards applied. The institution offers its employees medical
insurance as we value their well-being and that of their families. The cover is flexible
to cater to different family units. Disabled employees enjoy a long-term disability
insurance plan. ISU pays life insurance for all its employees. Each staff member is
entitled to 22 days annually of vacation time. On each month, sick leave of 12 hours is
offered, and substitutions with vacation hours are allowed under certain conditions. ISU
contributes to one’s retirement through the Iowa Public Employees’ Retirement System
(IPERS). One does not work on officially recognized public holidays (“Compensation
| University Human Resources | Iowa State University,” 2020).
We appreciate the contributions of all our employees through formal and informal
recognition and appreciation events. I can assure you that you will find fulfillment
personally and professionally as a faculty member at Iowa State University. I eagerly
look forward to your becoming a part of this amazing community.
References
Campus Climate Survey, 2020.
Compensation | University Human Resources | Iowa State University. (2020). Retrieved
10 July 2020, from https://www.hr.iastate.edu/careers/compensation
Iowa State University. (2019). About Iowa State University. Iastate.Edu.
https://web.iastate.edu/about
Iowa State University of Science and Technology. (2015, June 21). 150 points of pride.
Web.Archive.Org.
https://web.archive.org/web/20150621154306/http://www.ag.iastate.edu/coa150/pop8
_20.php

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