Human Growth & Development Advocacy ProjectAssignmentEDPS 210 co

Human Growth & Development Advocacy ProjectAssignment:
EDPS 210 covers nearly every facet of life, including
challenges we experience physically, emotionally, and/or
socially. For this project you will select an issue of personal
interest and explore local resources to deal with that issue from
a community perspective. You will then create an informational
resource to distribute to your classmates.
The purpose of this project is to apply topics covered in this
course and create helpful resources for community members.
Examples of issues:
· Poverty
· Addiction
· Literacy
· Developmental Disabilities
· Physical Illness (cancer diabetes, infertility, Alzheimer’s, etc.)
· Mental Illness
· Homelessness
· Domestic Abuse
· Systemic Racism
· Digital divide
· Food InsecurityParameters of the Assignment
You must create a useful resource. This can be an essay, a
pamphlet, a video, a presentation, any multi-media
informational item can be considered. Creativity and
accessibility is valued in this assignment. Whatever you decide
to create, it must include the following:
· A summary of the issue with at least 2 references and citations
from reputable sources
· Statistic and information about how this issue impacts the
residents of Frederick County and/or the students at FCC –
citation required
· An examination of possible solutions to resolve the issue on a
local level
· A list of support resources available in Frederick County in
Maryland, at FCC and/or statewide

· Support groups
· Local/State organizations
· Treatment resources
· Online resources
Advocacy Project Rubric
4
3
2
1
Citations
Project cites at least 2 sources both within the project and in a
“References” list.
Project cites at least 2 sources, either within the project or in a
Project contains 1 citation within the project and/or in a
Project does not contain sufficient citations.
Summary
Chosen issue and its impact on the community are clearly
defined using statistics and geographical information as
appropriate.
Chosen issue and its impact on the community are somewhat
defined, but missing statistics or a specified community of

focus.
Chosen issue and its impact on the community are ambiguous;
key information has been omitted.
Chosen issue and its impact on the community are unclear; no
topic of focus has been articulated.
Resources/
Solution
s
Project provides ample information about local resources and/or
possible solutions to mitigate chosen issue.
Project provides little or inconclusive information about local
resources and/or possible solutions to mitigate chosen issue.
Project attempts to provide information about local resources
and/or possible solutions to mitigate chosen issue, but
information is unclear.
Project fails to address resources or solutions to mitigate chosen
issue.

Organization
Project is well-organized and presents all necessary information
in an appealing and cohesive manner.
Project is generally organized and presents most necessary
information in a cohesive manner.
Project is in need of organizational revision; organizational
pattern detracts from overall product.
Projects lacks organizational pattern; information is not
presented in a comprehensive manner.
Conventions/Formatting
Project meets all formatting requirements; information is
presented in a clear and appropriate manner.
Project meets most formatting requirements; information mostly
free of conventional errors.
Project is missing key elements necessary for proper formatting;
information contains conventional errors which detract from
overall product.
Project does not meet formatting requirements; information is

unclear due to conventional errors.
EDUCATION AND LIFE EXPECTANCY
In this graph, you can see that a much larger percentage of
black Americans died before age 60, than white Americans
(between 30-35% of blacks, and only 15-20% of whites). If,
however, you look at these figures by education level, you can
see the difference is much less.
You can see that:
More participants died who had a lower education level (high
school or less).
Participants who had a college degree had the lowest percentage
of deaths.
The difference between the black and white participants is much
smaller when you look at each group by education level.

2
Percentage of Study Participants Who Died Before Age 60
White ParticipantsTotal (outside factors not controlled)High
school education or less (outside factors controlled)Some
college (outside factors controlled)College degree (outside
factors controlled)17.64999999999999913.56.74.3Black
ParticipantsTotal (outside factors not controlled)High school
education or less (outside factors controlled)Some college
(outside factors controlled)College degree (outside factors
controlled)31.413.295.9
TAKEAWAYS
Life expectancy has a strong positive correlation with level of
education.
Racial disparities in life expectancy are greatly reduced when
researchers controlled for factors that affect longevity.
This data suggests, but does not conclude, that racial disparities
in life expectancy may be reduced by addressing educational
equity.

3
PROPOSED SOLUTIONS
Determine the greatest obstacles in educational equity.
Address these obstacles through changes to educational policies
and systems.
Complete additional studies to determine if level of education
and life expectancy has a causal relationship.
Proposed audience: professionals who work in public policy.
This audience was chosen because the issues that are presented
(racial discrepancy in life expectancy) may be addressed
through policies in educational equity. Policy workers can
further study these issues and create potential solutions. The
information in this presentation is appropriate because it
provides background information on the issue. Additionally, the
proposed solutions are actions that can be taken by this
audience.
The visual included is a simple comparative bar chart that
shows the overall life expectancy as a comparison between

White & Black Americans (to show the stark difference) that is
then broken down by education level. It allows the message to
be communicated in a simple way for anyone in the public
policy field.
4
Communicating professionally and ethically is an essential skill
set we teach at
Strayer. The following guidelines ensure:
·· Your writing is professional
·· You avoid plagiarizing others
·· You give credit to others in your work
Handbook.

age to view helpful SWS videos.
Fall 2020
http://studenthandbook.strayer.edu/Student-Disciplinary-and-
Grievance-Policies-and-Procedures/Academic-Integrity-Policy
https://library.strayer.edu/sws
https://www.youtube.com/playlist?list=PLSvmYamJpLX5DN_5
6vyQqN4VzitwJU-9r
Strayer Writing Standards 2
� Include page numbers.
� Use 1-inch margins.
� Use numerals (1, 2, 3, and so on) or spell out numbers (one,
two, three, and so on).
� Double space body text in the assignment.
� Use consistent 12-point font.
� Use section headings to divide separate content areas. Center

the section headings on the
page, be consistent, and include at least two section headings in
the assignment.
� Include the assignment title, your name, course title, your
professor’s name, and the date of
submission on a separate page (first page of submission).
� Use appropriate language and be concise.
� Write in active voice when possible. Find tips here.
� Use spelling/grammar check and proofread to keep work
error free.
� Choose a point of view (first, second, or third person) as
required by assignment guidelines.
� Provide credible sources to support your ideas/work when
required. Find tips here.
� Cite sources throughout your work when you borrow
someone else’s words or ideas.
� Don’t forget: Cite and add your textbook to the Source List

if used as a source.
� Include a Sources List when the assignment requires research
or if you cite the textbook.
� Type “Sources” centered horizontally on the first line of the
Source List page.
� Record the sources that you used in your assignment in a
numbered list (see Giving Credit to
Authors and Sources section).
Essay/Paper Guidelines
Design
Title Page
Develop
Cite Credible
Sources
Build a
Sources List

Use these rules when working on an essay!
https://ask.library.strayer.edu/faq/323416
https://library.strayer.edu/research_strategies/
� Use the provided template to format the assignment.
� Generally not required. If it is required, include the
assignment title, your name, course
title, your professor’s name, and the date of submission on a
separate page (first page of
submission).
error free.
� Choose a point of view (first, second, or third person) as

required by assignment guidelines.
� Specific assignment guidelines may override these standards.
When in doubt, follow specific
assignment guidelines first.
� Complete the provided Source List when the assignment
requires research or if you cite the
textbook.
� If no specific area exists in the template, consult the
assignment and instructor guidelines for
appropriate source credit methods.
� Cite sources throughout your assignment when you borrow

� When quoting or paraphrasing a source, include the source
number in parentheses after the
body text where you quote or paraphrase.
Templated Assignment Guidelines
Design
Title Page
Develop
Cite Credible
Sources
Build a
Source List
Use these rules when working on a written assignment that is
not explicitly an essay!

� Use a background color or image on slides.
� Use Calibri, Lucida Console, Helvetica, Futura, Myriad Pro,
or Gill Sans font style.
� Use 28–32-point font size for the body of your slides (based
on your chosen font style). Avoid
font sizes below 24-point.
� Use 36–44-point font size for the titles of your slides (based
on chosen font style).
� Limit slide content (7 or fewer lines per slide and 7 or few er
words per line).
� Number slides when the assignment requires 3 or more
slides. Place numbers wherever you
like (but be consistent).
� Include appropriate images that connect directly to the slide
content or presentation content.

� Include the assignment title, your name, course title, your
professor’s name, and the date of
submission on a separate slide (first of submission).
error free.
� Sources may be provided on a slide-by-slide basis (providing
Source List entries at
bottom of slide where source referenced) or in a comprehensive
Source List at the end of
slideshow.

� Include a Sources List slide when assignment requires
research or if you cite the textbook.
� Type “Sources” centered horizontally on the first line of the
Source List slide.
� Provide sources used in your assignment in a numbered list
(see Giving Credit to Authors and
Sources section).
PowerPoint/Slideshow Guidelines
Design
Title Page
Develop
Cite Credible
Sources
Build a
Sources List

Use these rules when working on a PowerPoint or slideshow
assignment!
https://ask.library.strayer.edu/fa q/323416
� Use consistent 12-point font.
� Include appropriate images or media links that connect
directly to discussion topic/content.
error free.
� Cite sources throughout your discussion response when you

borrow someone else’s words or
ideas.
� Cite quotes and paraphrases correctly: Include the source
number in parentheses after the
body text where quotation or paraphrasing occurs.
� Don’t forget: Cite and add your textbook to the Sources List
� Type the word “Sources” at the end of your post, and below
that include a list of any sources
that you cited.
� Number all sources in the order they appear.
Discussion Post Guidelines
Design
Develop
Cite Credible
Sources

Use these rules when working on a Discussion Forum post or
response!
For more information on building a Source List Entry, see
Source List section.
SAMPLE POST:
The work is the important part of any writing
assignment. According to Smith, “writing things
down is the biggest challenge” (1). This is significant
because…
Sources
1. William Smith. 2018. The Way Things Are. http://
www.samplesite.com/writing
If you pulled information from more than one source, continue
to number the additional sources in the order that they appear
in your post.
SAMPLE POST:
The work is the important part of any writing

assignment. According to Smith, “writing things
down is the biggest challenge” (1). This is significant
because…
The other side of this is also important. It is noted that
“the act of writing isn’t important as much as putting
ideas somewhere useful” (2).
Sources
1. William Smith. 2018. The Way Things Are. http://
www.samplesite.com/writing
2. Patricia Smith. 2018. The Way Things Really Are.
http://www.betterthansample.com/tiger
Credit to Authors and Sources

Option #1: Paraphrasing
Rewording Source Information in Your Own Words
· Rephrase source information in your own words. Avoid
repeating the same words of the author.
· Remember, you cannot just replace words from the original
sentence.
· Add the author’s last name and a number to the end of your
paraphrase as a citation (which will be the same on your
Source List).
ORIGINAL SOURCE
“Writing at a college level requires informed research.”
PARAPHRASING
As Harvey wrote, when writing a paper for higher
education, it is critical to research and cite sources (1).

When writing a paper for higher education, it is
imperative to research and cite sources (Harvey, 1).
Option #2: Quoting
Citing Another Person’s Work Word-for-Word
· Place quotation marks at the beginning and end of quoted
information.
· Limit quotes to two or fewer sentences (approximately 25
words) at a time.
· Do not start a sentence with a quotation.
· Introduce and explain quotes within the context of your
paper.
· Add the author’s last name and a number to the end of the
quote as a citation (which will be the same on your Source
List).

ORIGINAL SOURCE
“Writing at a college level requires informed research.”
QUOTING
Harvey wrote in his book, “Writing at a college level
requires informed research” (1).
Many authors agree, “Writing at a college level
requires informed research” (Harvey, 1).
Use these rules for using evidence and creating in-text citations!
General Credit
· Credit quoted or paraphrased sources using an in-text
citation. An in-text citation includes the primary author’s last
name and
the number of the source from the Source List.
· Before using any source, first determine its credibility. Then
decide if the source is appropriate and relevant for your project.
Find
tips here.

· Well-researched assignments have at least as many sources as
pages (see assignment instructions).
https://library.strayer.edu/research_strategies/evaluate
https://library.strayer.edu/research_s trategies/evaluate
Web sources are accessed through an internet browser.
Home Pages
A home page loads when typing a standard web address. For
instance, typing Google.com into any web browser will take you
to
Google’s home page.
Cite a homepage when using information from a news thread,
image, or basic piece of information on a company’s website.
Find
Tips Here.
Specific Web Pages
If using any web page other than the home page, include the

specific page title and direct link (when possible) in the Source
List entry.
If the assignment used multiple web pages from the same
source, create separate Source List entries (if the title and/or
web address
is different).
Effective Internet Links
When sharing a link to an article with your instructor and
classmates, start with a brief summary of the article and why
you chose to
share it.
Share vs. URL Options
Cutting and pasting the URL (web address) from your browser
may not allow others to view your source. This makes it hard
for people to
engage with the content you used.
To avoid this problem, look for a “share” option and choose that
when possible. Always test your link(s) before submitting.
If you cannot properly share the link, include the article/source
as an attachment. Interested classmates and your professor can

reference
the article shared as an attachment. Find tips here.
Credit for Web Sources
Charts, images, and tables should be centered horizontally on
the page and should be followed by an in-text citation. Design
your
page and place a citation below the chart, image, or table. When
referring to the chart, image, or table in the body of the
assignment,
use the citation.
Do not include a chart, image, or table without introducing it in
the assignment and explaining why it is necessary.
On your Source List, provide the following details of the visual:
· Author’s name (if created by you, provide your name).
· Date (if created by you, provide the year).
· Type (Chart, Image, or Table).
· How to find it (link or other information; see Source List

section for additional details).
Charts, Images, and Tables
Traditional Sources
Page Numbers
When referencing multiple pages in a textbook or other print
book, consider adding page numbers to help the audience
understand where the information is found. You can do this in
three ways:
a. by including it in the body of your assignment; or
or b. by using an in-text citation;
or c. by listing page numbers in the order used in your
assignment on the Source List.

Check with your instructor or the assignment guidelines to see
if there is a preference based on your course.
IN-TEXT CITATION
(Harvey, 1, p. 16)
In the example, the author is Harvey, the source list number is
1, and the page number where this information can be found is
page 16.
Multiple Sources (Synthesizing)
Synthesizing is the use of multiple sources in one paraphrased
sentence or paragraph to make a strong point. While this is
normally done in advanced writing, it could be useful for any
writing where you use more than one source. Find tips here.
The key is clarity. If you paraphrase multiple sources in the
same sentence (or paragraph if most of the information
contained in the paragraph is paraphrased), you should
include each source in the citation. Separate sources using
semi-colons (;) and create the citation in the normal style that

you would for using only one source (Name, Source Number).
SYNTHESIZED IN-TEXT CITATION
(Harvey, 1; Buchanan, 2)
In the example, the authors Harvey and Buchanan were
paraphrased to help the student make a strong point. Harvey
is the first source on the Source List, and Buchanan is the
second source on the Source List.
Advanced Methods
Some assignments require more advanced techniques. If
necessary, these guidelines help with special
case scenarios.
Substitution and Ellipsis
Omitting unnecessary information from a direct quotation is

often required. To omit information, delete the unnecessary
information and replace it with an ellipsis inside of square
brackets, like this: […]. Find tips here.
There are times when a quality source has made a mistake,
but you still value the information that the source provides. To
solve this issue, change elements of the source (noting what
additions or changes were required). When changing elements
within a direct quotation, delete the original information and
surround the new wording or spelling with square brackets, like
this: “[W]riting”.
The bracket here shows that the original source may have
misspelled “writing” or that the “W” has been capitalized and
was lowercase in the source material.
NOTE: Ellipsis and square brackets cannot be used in
paraphrased source material.
ORIGINAL SOURCE
“Writing at a college level requires informed
research.”

ELLIPSIS
Harvey wrote that writing “at a college level
requires […] research” (1).
SUBSTITUTION
Many authors agree that “[w]riting at an [undergrad-
uate] college level requires informed research” (1).
Footnotes and Additional Content
Written assignments may benefit from including relevant
background information that is not necessarily important for the
main body of the assignment.
To include extra secondary evidence or authorial commentary,
insert a numeral superscript into the text of the assignment
and add the extra evidence or commentary in the footer of the
page as a footnote. (Note: Microsoft Word’s “Insert Footnote”
function is the preferred method.)
When writing a paper for higher education,4 it is

imperative to research and cite sources (Harvey,
1). This suggestion applies to both undergraduate
and graduate students, and it is the first thing that
beginning students must internalize.
4 Mathews has pointed out that this suggestion is appropriate
for all levels of education, even those outside of university, and
is in fact best practices for any form of professional writing
(2). However, this paper focuses specifically on writing
in college-level education.
Appendices
An assignment may require an appendix following the Source
List. The appendix is meant to declutter the assignment body or
provide relevant supplemental information for the audience.
If there is only one appendix, it is labeled, Appendix. More than
one appendix may be required. Label the first appendix
Appendix
A, the second Appendix B, and so on. Each chart, graphic, or
photograph referred to in the body of the assignment requires its
own listing in the appendices.
Use descriptive labels in the body of your written assignment to
link each chart, graphic, or photograph to its place in the

appendices. For example, when referring to a chart found in
Appendix B, a student would include (see Appendix B, Cost of
Tuition
in Secondary Education, 2010-2019) after referring to data
drawn from that chart.
Source List
The Source List includes all sources used in your assignment. It
is a new page added at the end of your
assignment. The list gives credit to authors whose work
supported your own and should provide enough
information so that others can find the source(s) without your
help.
Build your Source List as you write.
� Type “Sources” at the top of a new page.
� Include a numbered list of the sources you used in your
paper (the numbers indicate the

order in which you used them).
1. Use the number one (1) for the first source used in the paper,
the number two (2) for the
second source, and so on.
2. Use the same number for a source if you use it multiple
times.
� Ensure each source includes five parts: author or
organization, publication date, title, page
number (if needed), and how to find it. If you have trouble
finding these details, then re-
evaluate the credibility of your source.
� Use the browser link for a public webpage.
� Use a permalink for a webpage when possible. Find tips
here.
� Instruct your readers on how to find all sources that do not
have a browser link or a permalink.
� Separate each Source List element with a period on your
Source List.

AUTHOR PUBLICATION DATE TITLE PAGE NO. HOW TO
FIND
The person(s) who published
the source. This can be a
single person, a group of
people, or an organization. If
the source has no author, use
“No author” where you would
list the author.
The date the source was
published. If the source has
no publication date, use “No
date” where you would list
the date.
The title of the
source. If the
source has no title,
use “No title” where
you would list the
title.

The page
number(s) used.
If the source has
no page numbers,
omit this section
from your Source
List Entry.
Instruct readers how to find all
sources. Keep explanations
simple and concise, but provide
enough information so the
source can be located. Note:
It is your responsibility to make
sure the source can be found.
Michael Harvey
In the case of multiple
authors, only list the first.
2013

This is not the same as
copyright date, which is
denoted by ©
The Nuts & Bolts
of College Writing
p. 1
Include p. and the
page(s) used.
http://libdatab.strayer.edu/
login?url=http://search.
ebscohost.com/login.aspx
Setting Up the
Source List Page
Creating a
Source List Entry
Source List Elements

NOTE: For the example, Harvey is the first source used in the
assignment.
1. Michael Harvey. 2013. The Nuts & Bolts of College Wri ting.
p. 1. http://libdatab.strayer.edu/login?url=http://
search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=5
90706&site=eds-live&scope=site
Sources
1. Michael Harvey. 2013. The Nuts & Bolts of College Writing.
p. 1.
http://libdatab.strayer.edu/login?url=http://search.ebscohost.
com/login.aspx?direct=true&db=nlebk&AN=590706&site=eds-
live&scope=site

2. William R. Stanek. 2010. Storyboarding Techniques chapter
in Effective Writing for Business, College and Life.
http://libdatab.
strayer.edu/login?url=http://search.ebscohost.com/login.aspx?di
rect=true&db=nlebk&AN=359141&site=eds-live&scope=site&e
bv=EB&ppid=pp_23
3. Zyad Hicham. 2017. Vocabulary Growth in College-Level
Students’ Narrative Writing. http://libdatab.strayer.edu/
login?url=http://search.ebscohost.com/login.aspx?direct=true&d
b=edsdoj&AN=edsdoj.9b7fad40e529462bafe3a936aaf81420
&site=eds-live&scope=site
4. Anya Kamenetz. July 10, 2015. The Writing Assignment That
Changes Lives. https://www.npr.org/sections/
ed/2015/07/10/419202925/the-writing-assignment-that-changes-
lives
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Conference Application: Data-Driven Decision Making
Name:
Title of Presentation:
Title of Article (include name of publication and publishing
date):
Part A:
1. Provide a summary of the article you have chosen by
identifying the purpose and what real-world problem it is
addressing/trying to solve. (Bulleted format is acceptable).
2. Explain what category(s) of descriptive statistics is used in
the study and how it is used to communicate the information

found in the study and/or any conclusions/solutions posed (1–2
paragraphs).
3. Explain how the article applies to the real world, your major,
your current job, or your future career goal (1–2 paragraphs).
4. What solutions do you recommend based on analysis of data
and conclusions drawn?
Part B:
An additional part of the application process requires you to
create a presentation based on the information provided above.
To do so, choose an audience (outside of the field of
mathematics) that could benefit from the information you will
present:
1. Create one visualization of the data appropriate for the
conference audience (1 slide). Note: If the article already
contains a visual, you must create a different type of graph or
chart.
2. Explain how the audience can benefit from the data (1 slide).
3. Recommend your identified solutions using language

appropriate for the audience.
In the notes section of your final slide, answer the following
questions in 1–2 paragraphs:
1. Explain why you chose the audience you identified above.
2. Describe how the language, purpose, and visuals used in the
presentation are appropriate for the audience.
Conference Application: Data-Driven Decision Making
Name:
Title of Presentation: Education & Life Expectancy
Title of Article (include publication and publishing date):
Education May Be Key for a Longer Life. New York Times.
February 20, 2020.
https://www.nytimes.com/2020/02/20/well/live/education-may-
be-key-for-a-longer-life.html?searchResultPosition=41
Part A:
· Provide a summary of the article you have chosen by

identifying the purpose and what real-world problem it is
addressing/trying to solve. (Bulleted format is acceptable).
· The purpose of this study was to examine causes of premature
death and whether race/ethnicity or education level were
associated with premature mortality.
· Researchers (Coronary Artery Risk Development in Young
Adults study (CARDIA)) followed 5,114 study participants
(approximately equal white and black Americans) from 1985
through 2015. The average age of the participants was 25.
During these 30 years, 395 participants died.
· The death rate of black participants was 70% higher than the
death rate among white participants.
· When researchers controlled for factors that affect length of
life, such as age, sex, and socioeconomic status, the life
expectancy of black participants was almost equal to the life
expectancy of white participants who had similar levels of
education.
· In both black participants and white participants, the rate of
those who died during the course of the study was higher in
those with less education. 13.5% of white participants with a
high school education or less died during the course of the
study, as compared with 13.2% of black participants. 4.3% of
white participants with a college degree died during the course
of the study, as compared with 5.9% of black participants.

· Explain what category(s) of descriptive statistics is used in the
study and how it is used to communicate the information found
in the study and/or any conclusions/solutions posed (1-2
paragraphs).
· This study uses measures of frequency, including percent,
frequency, and frequency distribution. These statistics are used
to show that there is a disparity in life expectancy between
black Americans and white Americans. However, differences in
education levels contribute to the vast majority in this disparity.
The study concludes that those with a higher level of education
have a higher life expectancy.
· The conclusions from this study may be useful in addressing
disparities in life expectancy. Because correlation does not
equal causation, we cannot assume that improving educational
opportunities for black Americans will increase their average
life expectancy. However, it’s worth noting that racial
disparities in life expectancy are drastically decreased when
other variables are controlled, while educational disparities in
life expectancy stay constant. Further study should be pursued
to determine whether racial disparities in life expectancy may
be reduced by promoting educational equity.
· Explain how the article applies to the real world, your major,
your current job, or your future career goal (1-2 paragraphs).
· This article provides useful information to me as I pursue a

degree in education policy. The data highlights the importance
of promoting higher education, and furthermore, making college
equally-accessible for all students. In my career, I may be able
to study the specific obstacles to pursuing higher education
among various populations and determine policies that can be
created to address these obstacles.
· What solutions do you recommend based on analysis of data
and conclusions drawn?
· Based on the analysis from this article, systems and policies
should be developed to promote higher education and improve
accessibility of continuing education, especially to people of
color. Additionally, further studies should be completed to
determine if improving educational equity improves life
expectancy among black Americans.
· Looking at populations outside of white/black Americans, and
looking at combinations of factors (age, gender, socioeconomic
status) would also be beneficial in making comparisons and
seeing patterns among different groups.
Part B:
An additional part of the application process requires you to
create a presentation based on the information provided above.
To do so, choose an audience (outside of the field of

mathematics) that could benefit from the information you will
present:
1. Create one visualization of the data appropriate for the
conference audience. (1 slide). In the notes section of this slide,
provide a brief description of what the visual is showing.
NOTE: If the article already contains a visual, you must create a
different type of graph or chart.
2. Explain how the audience can benefit from the data. (1 slide)
3. Recommend your identified solutions using language
In the notes section of your final slide, answer the following
questions in 1-2 paragraphs:
1. Explain why you chose the audience you identified above.
2. Describe how the language, purpose, and visuals used in the
presentation are appropriate for the audience.
Course: MAT210 – Data-Driven Decision Making
Assignment 3: Data Analysis and Visualization
Due: Week 9

Points: 150
Skill(s) Being Assessed: Problem Solving - Data Analysis
(Quantitative Communication)
Criteria for Success: In this assignment, you will:
· Identify the purpose of the article and what problem it is
addressing/trying to solve.
· Explain what categories of descriptive statistics are used in
the study and how they are used to communicate the information
found in the study and/or any conclusions/solutions posed.
· Make connections between the information presented/the
problem and its larger impact to the world/your major/current
job/future career goal.
· Create an accurate visual for the data that helps communicate
a story/solution to the audience.
· Communicate recommended solutions using appropriate
language and visuals for the purpose and audience.
What to Submit / Deliverables: The assignment includes an
application to a professional conference in two parts:
1. A Conference Application Template [DOCX] with questions
to complete.
2. A PowerPoint presentation.
What is the value of doing this assignment? This assignment
gives you the opportunity to apply the statistical concepts and
methods you have learned throughout the course to a current
real world problem. You will continue to practice your problem

solving skill through analysis of data—examining how others
use descriptive statistics, and creating your own mathematical
visuals in order to analyze and draw conclusions based on this
data.
You will also practice taking initiative in putting together a
conference application on the problem identified and sharing
your findings with a specific audience. This will additionally
help you practice communicating effectively—a skill you can
use in your personal and professional lives every day.
As you work to complete this assignment, you will continue to
practice results-driven strategies. You will have the opportunity
to engage in a statistical process while working towards a
specific goal, use measurement to report results, and consider
the quality and integrity of data and the ways it can be used to
effectively communicate solutions.
Your goal for this assignment is to: Apply the statistical
concepts and methods you have learned to a current real -world
problem by using your problem solving, initiative, and results
driven skills to complete an application and presentation for a
professional conference that incorporates the data analysis,
conclusions, and recommendations you have reached.
What you need to complete this assignme nt:
· Newspaper article that uses statistical data.
· Conference Application Template [DOCX]
· PowerPoint or other presentation tool (check with your

instructor if you have questions).
Scenario:You are submitting an application to a professional
conference on data-driven decision making. The application has
two parts:
1. Providing information to the conference organizers.
2. Creating a presentation for the conference audience.
Steps to complete: In Week 9, complete and submit your
assignment in BlackBoard using the following steps:
STEP 1: Visit one of the following newspapers’ websites: USA
Today, New York Times, Wall Street Journal, or Washington
Post. Select an article that uses statistical data related to a
current event, your major, your current field, or your future
career goal. The chosen article must have been published after
the start of this term.
Examples may include:
·
· Elections/exit polls
· Award shows (Oscars/Emmys/Grammys)
· Sports
· Economy/job market
· Gender equality
· Human rights issues
The article should use one or more of the following categories
of descriptive statistics:
·

· Measures of Frequency - Counting Rules, Percent, Frequency,
Frequency Distributions
· Measures of Central Tendency - Mean, Median, Mode
· Measures of Dispersion or Variation - Range, Variance,
Standard Deviation
· Measures of Position - Percentile, Quartiles
Note: Once you navigate to a publication’s website, it may be
easiest to do a search with a statistics-related word (ex:
standard deviation).
The publications listed are suggestions. If you find an article
from another source OR if you are uncertain the article contains
all of the information necessary to complete the assignment,
please let your instructor know. Your instructor can help you
determine whether it is a good fit for this assignment. If you
need additional help locating an article, contact a Strayer
librarian for more assistance. Remember to review the examples
in the Week 6 Discussion.
STEP 2: Using the data from your article, use the template
included in this assignment to answer the following questions
asked by the conference organizers. Remember to consider their
expertise as mathematical professionals and use appropriate
language to communicate your findings:
· Highlight the purpose of the article and the problem it is
trying to solve. Think summary, in bullet-form.
· Explain how the article uses descriptive statistics to

communicate information found in the study and/or any
conclusions/solutions.
· Explain how the article applies to the real world, your major,
your current job, or your future career goal.
· Recommend solutions using the mathematical and visual data
provided.
STEP 3: An additional part of the application process requires
you to create a presentation based on the information provided
in the template.
· Based on your topic, choose an audience (outside of the field
of mathematics) that could benefit from the information you
will present. For example, this could be your local city council
member, staff or administrators of a school, or employees at a
company.
· Analyze the data in the article to determine the best visual
(graph or chart) to tell the story to your audience.
· In PowerPoint or other presentation tool, create one
visualization of the data appropriate for the conference
audience. NOTE: If the article already contains a visual, you
must create a different type of graph or chart.
· Explain how the audience can benefit from the data.
· Recommend your identified solutions using language
STEP 4: In the notes section of your final slide, answer the
following questions:

· Explain why you chose the audience in Part B.
· Describe how the language, purpose, and visuals used in the
PowerPoint are appropriate for the audience.
STEP 5: Format your presentation according to the Strayer
Writing Standards. Please take a moment to review the SWS
documentation for details.
STEP 6: Submit your assignment in two parts:
· The conference application template.
· Your presentation.
Note: See an example Conference Application Template
Example [DOCX] and Education and Life Expectancy [PPTX]
example to see the length and content expected for this
assignment.
Grading for this assignment will be based on the grading rubric
found here.

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