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Personal Class Design Project

Personal Class Design Project

Personal Class Design Project

Part 1

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Complete this assignment according to the following:

  1. Design a class that you would like to teach someday. The class must be at least 4 hours in length and must be multiple sessions. It can be four sessions of 1 hour each, or two sessions of 2 hours each, depending on your topic and target audience. Personal Class Design Project
  2. Begin by describing the institution that is sponsoring the class (e.g., academic, hospital, or community agency). Include the philosophy of the sponsoring organization and how that will affect the course you are developing.
  3. Explain how you determined a need for this class (needs assessment).
  4. Write a one-paragraph description of the class.
  5. Identify the target audience.
  6. Identify the learning resources you will use for the class (textbooks or other resources).
  7. Write the program outcomes for the course and the learner objectives for each class session. Indicate which domains of learning are represented by each learner objective.

1500 words. It is intended that each student will develop a class that they can use in their selected area of education. You will complete this project in your next course, NUR-649E.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. Personal Class Design Project

You are not required to submit this assignment to LopesWrite.

  • attachment

    Rubric_Print_Format9.xlsx

    Rubic_Print_Format

    Course Code Class Code Assignment Title Total Points
    NUR-647E NUR-647E-OL191WA Personal Class Design Project – Part 1 240.0
    Criteria Percentage No Submission (0.00%) Unsatisfactory (75.00%) Less than Satisfactory (80.00%) Satisfactory (88.00%) Good (92.00%) Excellent (100.00%) Comments Points Earned
    Content 70.0%
    Describes a class that you would like to teach someday. Class must be at least 4 hours in length – and must be multiple sessions – can be 4 sessions of one hour each or 2 sessions of 2 hours each – depending on your topic and target audience 15.0% None Barely describes a class that you would like to teach someday according to criteria in column on far left Minimally describes a class that you would like to teach someday according to criteria in column on far left – design is minimally organized Describes a class that you would like to teach someday according to criteria in column on far left Clearly describes a class that you would like to teach someday according to criteria in column on far left Clearly & comprehensively describes a class that you would like to teach someday according to criteria in column on far left
    Describe the institution that is sponsoring the class (ie academic, hospital, community agency etc) Include the philosophy of the sponsoring organization and how that will affect the course you are developing. 10.0% None Barely describes the institution that is sponsoring the class (ie academic, hospital, community agency etc) Barely includes the philosophy of the sponsoring organization and how that will affect the course you are developing. Minimally describes the institution that is sponsoring the class (ie academic, hospital, community agency etc) Minimally includes the philosophy of the sponsoring organization and how that will affect the course you are developing. Describes the institution that is sponsoring the class (ie academic, hospital, community agency etc) Includes the philosophy of the sponsoring organization and how that will affect the course you are developing. Clearly describes the institution that is sponsoring the class (ie academic, hospital, community agency etc) Clearly includes the philosophy of the sponsoring organization and how that will affect the course you are developing. Clearly & comprehensively describes the institution that is sponsoring the class (ie academic, hospital, community agency etc) Clearly & compreheisively includes the philosophy of the sponsoring organization and how that will affect the course you are developing.
    Describes how you will determine a need for this class (needs assessment) 5.0% None Barely describes how you will determine a need for this class (needs assessment) Minimally describes how you will determine a need for this class (needs assessment) Describes how you will determine a need for this class (needs assessment) Clearly describes how you will determine a need for this class (needs assessment) but some points missing Clearly & comprehensively describes how you will determine a need for this class (needs assessment)
    Write a one paragraph description of the class 5.0% None Barely writes a one paragraph description of the class Minimally writes a one paragraph description of the class Writes a one paragraph description of the class Clearly writes a one paragraph description of the class Description is not comprehensive Clearly & comprehensively writes a one paragraph description of the class
    Identify the target audience -how will you assess their learning styles? 15.0% None Barely identifies the target audience & how you will assess their learning styles Minimally identifies the target audience & how you will assess their learning styles Identifies the target audience & how you will assess their learning styles Clearly identifies the target audience & how you will assess their learning styles Description is not always comprehensive. Clearly & comprehensively identifies the target audience & how you will assess their learning styles
    Write the program outcomes for the course &learner objectives for each class session. Indicate which domains of learning are represented by each learner objective. 20.0% None Barely writes the program outcomes for the course &learner objectives for each class session. Barely or incorrectly indicates which domains of learning are represented by each learner objective. Minimally writes the program outcomes for the course &learner objectives for each class session. Minimally or incorrectly indicates which domains of learning are represented by each learner objective. Writes the program outcomes for the course &learner objectives for each class session. Indicates which domains of learning are represented by each learner objective, but there are some errors Clearly writes the program outcomes for the course &learner objectives for each class session. Indicates which domains of learning are represented by each learner objective. Plan is not comprehensive Clearly & comprehensively writes the program outcomes for the course &learner objectives for each class session. Clearly & comprehensively indicates which domains of learning are represented by each learner objective
    Assignment Criteria 5.0%
    Scholarly references Utilizes at least 3 scholarly, peer-reviewed resources less than 5 years old other in addition to course materials 3.0% None Selected literature is irrelevant & insufficient. Does not meet stated criteria. Does not use evidence-based sources when available. Uses only course materials Weak selection of sufficient & relevant literature (less than 5 years old) no scholarly, peer-reviewed references used – other than course materials) Uses only course materials Fair selection of sufficient & relevant literature (less than 5 years old) at least 1 scholarly, peer-reviewed references used – other than course materials) Does not use evidence-based sources when available Partial selection of sufficient & relevant literature (less than 5 years old) at least 2 scholarly, peer-reviewed references used – other than course materials) Uses evidence-based sources when available Excellent selection of sufficient & relevant literature (less than 5 years old) at least 3 scholarly, peer-reviewed references used – other than course materials) Uses evidence-based sources when available
    Length 2.0% None Unacceptable adherence to assignment length criteria (less than or more than 50% of stated criteria) Poor adherence to assignment length criteria (within 50% of stated criteria) Weak adherence to assignment length criteria (within 25 % of stated criteria) Adequate adherence to assignment length criteria (within 10% of stated criteria) Excellent adherence to assignment length criteria (within stated criteria)
    Organization and Effectiveness 20.0%
    Thesis Development and Purpose 8.0% None Paper lacks any discernible overall purpose or organizing claim. Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. Thesis and/or main claim are apparent and appropriate to purpose. Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose. Thesis and/or main claim are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.
    Paragraph Development and Transitions 7.0% None Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed. Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident. Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other. A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose. There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.
    Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% None Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English.
    Format 5.0%
    APA Format 4.0% None Correct APA format is not evident in the paper. Correct APA format is infrequently used in the paper: cover page, margins, double-spacing, font size, and all other elements of APA. Correct APA format is inconsistently used in the paper: cover page, margins, double-spacing, and all other elements of APA. Correct APA format is mostly used in the paper: cover page, margins, double-spacing, font size, and all other elements of APA. Correct APA format is consistently used in the paper: cover page, margins, double-spacing, font size, and all other elements of APA. Such as headings and pagination.
    Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment) 1.0% None No reference page is included. No citations are used. Reference page is present. Citations are inconsistently used. Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present. Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and GCU style is usually correct. In-text citations and a reference page are complete. The documentation of cited sources is free of error.
    Total Weightage 100%
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