Che 110 final project guidelines and rubric overview the

CHE 110 Final Project Guidelines and Rubric
Overview
The final project for this course is the creation of a
presentation.
Community health educators promote health and prevent disease
through education that leads to changes in behavior. Health
educators address lifestyle and
health issues such as nutrition, substance abuse, and pregnancy
by providing information and knowledge on these issues to the
public. While there are many
methods that health educators use to do this, one of the primary
means is by presenting to various audiences. To this end, you
will develop a presentation on a
community health issue for your summative assessment. This
will give you a small taste of what it is like to be a community
health educator.
For your presentation, you will be placed in the role of a
community health educator in the county of your choice; you
can select the county where you live, or a
county in an area of interest to you. You will then select a
public health issue from the list below, or you may select an
issue not on the list with your instructor’s
approval. The issue you select should be of professional interest
to you. Next, you will identify a group of community
stakeholders in the county you selected
who could help address your issue. You may select one from the
list below or come up with your own, with your instructor’s
approval. After selecting a county, a
public health issue, and a community stakeholder group, you are

ready to develop your presentation. The audience for your
presentation is the community
stakeholder group you selected, and the goal of your
presentation is to educate that audience on the specific heal th
issue you selected, soliciting their support
and involvement in addressing the issue. Your presentation will
be informed by research and data from the County Health
Rankings and Roadmaps website, in
addition to other relevant resources.
Public Health Issues:
Teen pregnancy
Substance abuse
Obesity
Other with instructor approval
Community Stakeholder Groups:
Church pastors or other religious leaders
Grocery store managers
Local physicians
Community center director
School officials
Parent Teacher Organization (PTO)
Other with instructor approval
http://www.countyhealthrankings.org/
The project is divided into two milestones, which will be
submitted at various points throughout the course to scaffold
learning and ensure quality final
submissions. These milestones will be submitted in Modules
Four and Six. The final project will be submitted in Module
Seven.

In this assignment you will demonstrate your mastery of the
following course outcomes:
y health education in
communicating with specific audiences about public health
issues and their impact
educators in addressing public health issues
ty health
education programs can be used to address public health issues
be used to support health behavior changes in communities
Prompt
Your presentation should address the following prompt: Select a
county, a public health issue, and a group of community
stakeholders. Use the County Health
Rankings and Roadmaps website and other relevant resources to
research your issue. Remember that the audience for your
presentation is the group of
community stakeholders within the county you selected. You
will need to include speaker notes with your presentation so that
your instructor will know what
you would say if you were actually presenting to this group.
Specifically the following critical elements must be addressed:
I. Communication With Audience: Be sure that you tailor your
presentation for the audience you selected. For instance, if you
are presenting to a group of
physicians, the language and terminology that you use might be
different than if you are presenting to a school PTO.

II. Introduction: In this section, you will discuss your role as a
community health educator in addressing public health issues.
Specifically, you should
address the following:
A. Role and Responsibilities: Explain your professional role and
responsibilities as a community health educator, focusing on the
issue you
selected. In other words, what do you do as a community health
educator related to the issue?
B. Work: Describe the typical areas in which community health
educators work, focusing on the issue you selected. In other
words, where else
might your audience see you? Examples of locations you might
discuss include private health agencies, health clinics,
nongovernmental health
agencies, and community-based organizations.
C. Goal: In your role as a community health educator, what is
your specific goal in this presentation related to the issue you
selected? For instance,
you might want to prevent or reduce instances of the issue you
selected or a problem connected to it. Or you might want to
promote healthy
lifestyle choices in a particular area.
III. Public Health Issue: In this section, you will apply basic
principles of community health education to the issue you
selected. Then, you will illustrate how
aspects of community health education programs can be used to
address the issue. Specifically, you should address the
following:

A. Issue: Describe the public health issue that you selected,
basing your description on principles of community health
education.
B. Risk Factors: What are the risk factors for the issue? For
example, is there a population that is more likely to face this
issue? Or are there
behaviors that typically lead to the issue? Your response should
be based on principles of community health education.
C. Impact: How does the issue impact the community? For
instance, does the issue affect public safety in the community?
Does the issue affect the
local tax rate? Your response should be based on principles of
community health education.
D. Community Need: Explain why the issue is a need in the
community. In other words, why should this issue be addressed?
Support your
explanation with relevant data and research.
E. Program: Illustrate, concisely and broadly, how this issue
could be addressed in the community. In other words, provide a
brief, broad
description of a community health education program that could
be developed to address the issue. For example, you might
develop a nutrition
program to educate the community on making healthier diet
choices.
F. Stakeholder Involvement: How can the stakeholders you are
presenting to be involved in addressing the issue? For instance,

you might ask
grocery store owners to donate healthy snacks to an afterschool
program, or you might ask the community center director to
provide meeting
space for a support group.
IV. Educational Information: In the concluding section of your
presentation, you will explain how intervention and prevention
strategies can be used to
support health behavior changes in the community. Specifically,
you should address the following:
A. Health Behavior: Based on the data and your research of the
issue, what changes in behavior should occur in order to see
improvement in the
issue? For example, setting specific and measurable weight loss
goals could be a behavior change when working to reduce
obesity.
B. Resources: Describe the resources and health services that
are available to support these health behavior changes. In other
words, what
resources could the community use to support the health
behavior changes you identified?
C. Strategies: How can key prevention and intervention
strategies be used to support the changes in behavior that you
identified? For instance, you
might explain a prevention strategy such as community
education around developing the knowledge, attitudes, and
skills needed to make good
choices or change harmful behaviors.
Milestones
Milestone One: Draft of Public Health Issue
In Module Four, you will submit a draft of the Public Health

Issue section (critical element III above) of your final project.
This milestone is graded with the
Milestone One Guidelines and Rubric.
Milestone Two: Educational Information
In Module Six, you will submit a draft of the Educational
Information section (critical element IV above) of your final
project. This milestone is graded with the
Milestone Two Guidelines and Rubric.
Final Submission: Presentation
In Module Seven, you will submit a presentation. It should be a
complete, polished artifact containing all of the critical
elements of the final project. It should
reflect the incorporation of feedback gained throughout the
course. This submission is graded with the Final Project Rubric.
Final Project Rubric
Guidelines for Submission: Your presentation should contain
approximately 8–10 slides and use Prezi, PowerPoint, or another
comparable presentation tool.
Make sure that you include speaker notes so that your instructor
knows what you would say if you were to actually give the
presentation. Include at least seven
references cited in APA format.
Critical Elements Exemplary (100%) Proficient (85%) Needs
Improvement (55%) Not Evident (0%) Value
Communication With
Audience
[CHE-110-01]
Meets “Proficient” criteria and

presentation expertly balances
needs of selected audience with
community health education
principles
Tailors presentation
appropriately for selected
audience
Tailors presentation for
selected audience, but tailoring
is not always appropriate
Does not tailor presentation for
selected audience
6
Introduction: Role
and Responsibilities
[CHE-110-02]
explanation of professional role
and responsibilities is especially
well-aligned to selected issue
Explains professional role and
responsibilities as community
health educator, focusing on
selected issue
Explains professional role and
responsibilities as community
health educator, but with gaps

in clarity, detail, or focus on
selected goal
Does not explain professional
role and responsibilities as
community health educator
8
Introduction: Work
[CHE-110-02]
explanation demonstrates
nuanced understanding of roles
of community health educators
Describes typical areas in which
community health educators
work, focusing on selected issue
Describes typical areas in which
community health educators
work, but with gaps in clarity,
detail, or focus on selected
issue
Does not describe typical areas
in which community health
educators work
8
Introduction: Goal
[CHE-110-02]

goal is especially well-aligned to
public health issue
Identifies specific goal in
presentation related to selected
issue
Identifies goal in presentation,
but goal lacks specificity or is
not related to selected issue
Does not identify goal in
presentation
8
Public Health Issue:
Issue
[CHE-110-01]
response demonstrates strong
grasp of using basic principles
of community health education
in communicating about public
health issues
Describes selected public health
issue based on principles of
Describes selected public health
community health education,

but with gaps in clarity, detail,
or relevance of principles to
issue
Does not describe selected
public health issue based on
principles of communi ty health
education
6
Risk Factors
[CHE-110-01]
in communicating about risk
factors for public health issues
Identifies risk factors for issue
based on principles of
Identifies risk factors for issue
based on principles of
community health education,
but with gaps in detail,
accuracy, or relevance of
principles to risk factors
Does not identify risk factors for

6
Impact
[CHE-110-01]
in communicating about impact
of public health issues
Explains how issue impacts the
community based on principles
Explains how issue impacts the
community based on principles
of community health education,
but with gaps in detail,
accuracy, or relevance of
principles to impact of issue
Does not explain how issue
impacts the community based
on principles of community
health education
6

Community Need
[CHE-110-03]
response demonstrates deep
understanding of using data
and research in addressing
public health issues through
programs
Explains why issue is a need in
the community, supporting
response with relevant data
and research
Explains why issue is a need in
the community, but with gaps
in detail, accuracy, or support
Does not explain why issue is a
need in the community
8
Program
[CHE-110-03]
response demonstrates keen
insight into connection
between community health

education programs and
identified issues
Illustrates, concisely and
broadly, how issue could be
addressed in community
Illustrates how issue could be
addressed in community, but
response is wordy, overly
specific, or contains irrelevant
information
Does not illustrate how issue
could be addressed in
community
8
Stakeholder
Involvement
[CHE-110-03]
response demonstrates keen
insight into connection
between stakeholder
involvement and development
programs
Explains how stakeholders can
be involved in addressing issue
Explains how stakeholders can

be involved in addressing issue,
but with gaps in detail or
accuracy
Does not explain how
stakeholders can be involved in
addressing issue
8
Educational
Information: Health
Behavior
[CHE-110-04]
grasp of using data and
research to identify health
behavior changes
Identifies changes in behavior
that should occur in order to
see improvement in issue,
based on data and research
Identifies changes in behavior
that should occur in order to
see improvement in issue, but
response has gaps in detail or
accuracy, or is not based on
data and research
Does not identify changes in
behavior that should occur in

order to see improvement in
issue
8
Educational
Information:
Resources
[CHE-110-04]
description demonstrates keen
insight into supporting health
behavior changes
Describes resources and health
services that are available to
support health behavior
changes
Describes resources and health
services that are available to
support health behavior
changes, but with gaps in detail
or accuracy
Does not describe resources
and health services that are
available to support health
behavior changes
8

Educational
Information:
Strategies
[CHE-110-04]
key prevention and intervention
strategies are especially well-
aligned to identified health
behavior changes
Articulates how key prevention
and intervention strategies can
be used to support identified
changes in behavior
Articulates how key prevention
and intervention strategies can
be used to support identified
changes in behavior, but with
gaps in detail or accuracy
Does not articulate how key
prevention and intervention
strategies can be used to
support identified changes in
behavior
8
Articulation of
Response
Submission is free of errors
related to citations, grammar,

spelling, syntax, and
organization and is presented in
a professional and easy-to-read
format
Submission has no major errors
spelling, syntax, or organization
Submission has major errors
that negatively impact
readability and articulation of
main ideas
Submission has critical errors
that prevent understanding of
ideas
4
Total 100%
CHE 110 Final Project Guidelines and
RubricOverviewPromptMilestonesMilestone One: Draft of
Public Health IssueMilestone Two: Educational
InformationFinal Submission: PresentationFinal Project
RubricAccessibility ReportFilename: CHE 110 Final Project
Guidelines and Rubric.pdfReport created by: Organization:
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ENG 123 Final Project Guidelines and Rubric
Overview
Put the argument into a concrete shape, into an image, some
hard phrase, round and solid as a ball, which they can see and
handle and carry home with them,
and the cause is half won.
—Ralph Waldo Emerson
Persuasion is a constant in each of our lives. No matter where
we look, what we read, what we see, or who we interact with,
we are inevitably going to encounter
some form of persuasion. Advertisements want us to buy things.
Newspapers and television want to convince us of how we
should feel about events. We are put
into positions where we must defend our thoughts and beliefs to
others, and the process we apply is typically some form of
persuasion.
Persuasive writing is one of the most powerful forms of
writing—it has the ability to influence one’s thoughts, and also
the ability to change one’s mind about a
particular issue. The persuasive essay is an ideal tool for
supporting an opinion on an issue using researched facts and
information. It also gives you the chance to
recognize an opposing viewpoint and refute it, noting that those
who hold the opposing viewpoint are the intended audience of

the piece.
In this assignment, you will write a persuasive essay that makes
an argument about a change or a current issue in your major, a
major you are interested in
pursuing, or your field of work.
The project has one milestone, which will be submitted earlier
in the course to scaffold learning and ensure quality final
submissions. This milestone will be
submitted in Module Five. The final submission is due in
Module Seven.
In this assignment, you will demonstrate your mastery of the
following course outcomes:
ing that incorporates
strategies for writing to a given audience, subject, and purpose
quality and effectiveness of one’s own writing
ll-
developed, organized, and supported body paragraphs; and
conclusions that are persuasive and
supported by effective research
-informed
position through written composition
Prompt
For this essay, you will identify an issue in your current major,
a major you are interested in pursuing, or your field of work.
You will then establish an argument
and support that argument with research and relevant evidence.

Specifically, the following critical elements must be addressed:
I. Introduction: This is where readers will have a chance to get
an idea of what your essay will be about and what you will
prove throughout. Do not give all
of your information away here, but give readers a sample of
what is to come. Do not forget to review your writing plan to
make sure you are hitting all of
the points that you planned out, while also stating your claim.
A. Provides an overview of the issue you have selected, briefly
describing main points and your argument.
B. Compose an engaging thesis that states the argument that
you will prove and support throughout your essay. This
statement will give direction
to your essay and should be well thought out.
II. Body: The body is your opportunity to describe and support
your argument in depth. Make sure your thoughts and evidence
are clear and organized in a
way that is easy for readers to follow and understand.
A. Be sure that you write multiple paragraphs that are focused,
clearly state their intent, and move logically from one to the
other, building the
thesis argument as the essay progresses.
B. Your body paragraphs should support your argument by
combining thoughts and ideas with evidence from sources.
There is no such thing as a
right or wrong argument; the key is how it is supported and the
quality of the evidence used.

C. Address and refute any opposing viewpoints to your
argument. This is your chance to discredit any opposing views,
thus strengthening your
own.
III. Conclusion: Think of the conclusion as a review of your
argument. Use this section to restate your argument and remind
readers of your supporting
evidence. Think of this as your last chance to persuade readers
to agree with you.
A. Review your argument. This section should consist of a
review of your main points employed to support your argument.
Think of this as your last
chance to prove your point or your closing arguments.
B. Your conclusion should articulate insights about your
argument established through your essay. This should follow
logically from your essay,
referring to key points or quotes used to support your argument.
ENG 123 Final Project Rubric
Guidelines for Submission: Your persuasive essay must be 5–7
pages in length (plus a cover page and references) and must be
written in MLA or APA format.
Save your work in a Microsoft Word document with double
spacing, 12-point Times New Roman font, and one-inch
margins. Then, check your writing for errors.
Once you have proofread your document, submit it via the Final
Project: Persuasive Essay link in Brightspace.
Critical Elements Exemplary Proficient Needs Improvement Not
Evident Value
Introduction: Overview Provides an overview of the
issue being analyzed and briefly

describes main points of
argument (100%)
Provides an overview of the
issue being analyzed and briefly
describes main points of
argument, but there are issues
regarding accuracy (55%)
Does not provide an overview of
issue being analyzed (0%)
7.5

Critical Elements Exemplary Proficient Needs Improvement Not
Evident Value
Introduction: Thesis Meets “Proficient” criteria, and

thesis is exceptionally clear and
concise (100%)
Composes a thesis that states
the argument that will be
supported and proven
throughout the essay (85%)
Composes a thesis, but there are
issues related to clarity or
relevancy (55%)
Does not compose a thesis (0%) 7.5
Body: Intent Writes multiple paragraphs that
are focused, clearly state their
intent, and build the thesis
argument (100%)
Writes multiple paragraphs, but
writing does not build the thesis
argument (55%)
Does not write multiple
paragraphs (0%)
7.5
Body: Body Paragraphs Meets “Proficient” criteria and
supports argument with a
masterfully constructed
combination of thoughts and
evidence (100%)
Communicates argument
through body paragraphs by

combining thoughts and ideas
with evidence (85%)
Communicates argument
through body paragraphs but
does not combine thoughts and
ideas with evidence (55%)
Does not communicate
argument through body
paragraphs (0%)
45
Body: Opposing
Viewpoints
demonstrates keen insight into
both sides of argument (100%)
Addresses and refutes opposing
viewpoints in a way that
strengthens the argument (85%)
Addresses and refutes opposing
viewpoints but not in a way that
strengthens the argument (55%)
Does not address or refute
opposing viewpoints (0%)
7.5
Conclusion: Review Meets “Proficient” criteria, and
response is clear and

contextualized (100%)
Reviews claim and summarizes
key supporting points of essay
(85%)
Reviews claim and summarizes
key supporting points, but there
are issues regarding alignment to
the intent of the thesis (55%)
Does not review claim (0%) 7.5
Conclusion: Insights Meets “Proficient” criteria and
offers nuanced insight into the
relationship between the
evidence and the claim (100%)
Articulates insights about
argument established through
the analysis, following argument
logically and referring to key
points or quotes used to support
argument (85%)
Articulates insights about
argument established through
the essay, but does not follow
argument logically or does not
refer to key points or quotes
used to support claim (55%)
Does not articulate insights
about argument (0%)
7.5

Articulation of
Response
Submission is free of errors
spelling, syntax, and organization
and is presented in a
professional and easy-to-read
format (100%)
Submission has no major errors
(85%)
Submission has major errors
that negatively impact
readability and articulation of
main ideas (55%)
Submission has critical errors
that prevent understanding of
ideas (0%)
10
Total 100%
ENG 123 Final Project Guidelines and Rubric Overview Prompt
ENG 123 Final Project Rubric

Title of Presentation
Use the “design” tab above to select an interesting but
appropriate design for your presentation. As you work on each
slide, reflect on the readability of that design and font size for
your audience. Select this text and replace with your subtitle.
Introduction
You may change the layout of each slide in this template by
choosing the “home” tab and clicking on “layout.”
Public Health Issue
Educational Information
Conclusion
References

List your references here in APA format.

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