In this capstone contract course, students demonstrate fulfillment of the various outcomes of their concentration courses. Each student will complete the capstone project to demonstrate that the student understands clearly his or her concentration, has mastered the content of the selected field(s) of study, and can synthesize and apply what he or she has learned. The capstone project may take one of several formats: a research paper, scholarly essay, portfolio, presentation of creative work, business plan, case study, or any other mode appropriate to the student’s interest and experience. A minimum grade of “C” must be earned to meet the requirements of the concentration. (3 credits)
- ENG 101: English Composition 1
- ENG 102: English Composition 2
Course Activities and Grading
To determine the student's grade, the Mentor will use the following grading scheme:
3 Assignments @ 10 points each
Capstone Project (Final project)
- There are no required textbooks to purchase.
- Students should have an up-to-date reference guide for citation methods used in the discipline of their primary concentration area.
The capstone project must demonstrate fulfillment of the various outcomes of the concentration. Refer to the outcomes of the concentration in the Catalog. The student must develop a proposal, to be approved by the mentor, that will demonstrate understanding of the outcomes. (The project is not to be a list of the outcomes and how each one was met.) The proposed project may be a research paper, portfolio of work with written explanation, etc.
Once the mentor approves the proposal, the mentor and student will agree upon a time line for submission of work. A minimum of three drafts of the project must be submitted before the final project is submitted.
The student will be graded as follows:
The project will:
- express with clarity and precision the ideas of the project
- demonstrate substantial knowledge of the content of the concentration
- evaluate critically the validity of the project within the concentration
- reflect proficiency in the terminology and language appropriate to the concentration
- exemplify effectively the methodology of the concentration
- reveal the personal thoughts and opinions of the student
- demonstrate writing proficiencies of the senior level of college writing
A = exemplary level of performance. The project effectively demonstrates all seven standards.
B = high level of performance. The project demonstrates six of the seven standards.
C = satisfactory level of performance. The project effectively demonstrates five of the seven standards.
F = unsatisfactory level of performance. The project demonstrates fewer than five of the seven standards.
The Human Resources concentration is designed to prepare people for the human resources (HR) field, to enhance the skills of those working in general management, and to provide professional development for those already in HR. The courses cover the key skill areas of human resources and its application to the dynamics of today's and future organizations and the importance of HR as a strategic partner within an organization. This concentration requires a minimum of 39 credits.
Introduction to Management
Human Resource Management
Performance, Compensation, and Benefits
Managing People in a Global Economy
Union and Labor Relations
Training and Development
Capstone - HRM 499 (Culminating course in concentration)
Note: Only grades of C of higher may be included in the concentration.
Student Learning Outcomes
Students who graduate with a concentration in Human Resources will be able to:
- demonstrate an understanding of employee and labor relations;
- apply employment law;
- explain and develop compensation, benefits, and reward packages;
- explain the role of human resources within an organization;
- develop hiring and performance appraisal processes;
- articulate human resources outcomes as they relate to the bottom line; and
- understand human resources functions within a global society.
All written work in this course must be at the senior level in order to be considered acceptable. Written work must meet at least the "Fair" level in each of the areas in this rubric in order to be considered senior-level. Writing that exceeds the "Fair" level will earn the writer higher grades.
Clarity and Organization
Addresses all the required elements of the assignment in a clear, organized, and coherent manner.
Addresses most of the required elements of the assignment in a clear, organized, and coherent manner.
Addresses the required elements of the assignment, but not in a completely clear, organized, or coherent manner.
Does not address the required aspects of the assignment. Lacks clarity, organization, and coherence.
Highly detailed, with relevant information and specific examples throughout.
Detailed, with attention to relevant information and specific examples.
Includes some details and attention to information and examples.
Lacks details and relevant information or specific examples.
Demonstrated Understanding of the Assignment
Demonstrates a thorough understanding of the assignment and the topic.
Demonstrates a good understanding of the assignment and the topic.
Demonstrates some understanding of the assignment and the topic.
Demonstrates very little understanding of the assignment and the topic.
Sentence Structure, Grammar, Spelling, and Mechanics
Sentence structure is highly polished; no errors in grammar, spelling, mechanics, or citation.
Sentence structure is polished; few, if any, errors in grammar, spelling, mechanics, or citation.
Sentence structure is adequate; a few errors, but they do not detract from meaning.
Not senior-level college writing; sentence structure unclear; multiple errors present.
COSC Accessibility Statement
Charter Oak State College encourages students with disabilities, including non-visible disabilities such as chronic diseases, learning disabilities, head injury, attention deficit/hyperactive disorder, or psychiatric disabilities, to discuss appropriate accommodations with the Office of Accessibility Services at OAS@charteroak.edu.
COSC Policies, Course Policies, Academic Support Services and Resources
Students are responsible for knowing all Charter Oak State College (COSC) institutional policies, course-specific policies, procedures, and available academic support services and resources. Please see COSC Policies for COSC institutional policies, and see also specific policies related to this course. See COSC Resources for information regarding available academic support services and resources.