Final HE102 Nutrition in a Changing WorldDue Date Monday, 513.docx

Final: HE102 Nutrition in a Changing World
Due Date: Monday, 5/13/2019
2:00 PM
(No late assignments accepted)
This final is an individual effort, no sharing of answers, with
other classmates. If cheating is detected all parties will receive
a failing grade. You must refer to you text, outlines, PowerPoint
presentations, and other class resources, to help answer exam
questions.
Part # 1: Energy Balance and Weight Control
(20 Points, 4 points each question)
You are a professional, Health Coach, specializing in diet and
exercise, and have just taken on a client struggling with
managing a healthy weight. Jack is a 28 yearold Male, 5 foot
10 inches tall, and a former College Athlete. Jack currently
weighs 235 lbs, and has struggled with managing a healthy
weight ever since he graduated from college. He currently
works a full time job, in a busy insurance claims call center,
where he is very sedentary. Jack suffers from very low energy,
and after a long day at work, he struggles to find the motivation
to plan healthy meals, and stick to a regular exercise routine.
His current lifestyle has contributed to a 50 lbs weight gain,
over the past 6 years. Jack’s many previous attempts, to take
off the weight, have proven to be unsuccessful, so his Doctor
suggested that he make a few lifestyle changes, but Jack feels
overwhelmed, and isn’t exactly sure where to start. His
friends and family have been sharing stories, about people they
know, who have found success on a variety of popular diets, and
one friend even asked that he consider weight loss surgery.
Jack doesn’t want to go to the extreme, but based on his
frustration, with not being able to manage a healthy weight, he
has not completely rejected the idea. Jack has been warned
about the potential health risks, if he doesn’t make a few
changes, and is hopeful that you can help guide her in the right

direction.
1. BMI:
1. Please identify Jack’s BMI (You must show calculation for
credit.)
2. What is his weight status?
2. Risk Factors: Explain to Jack 4 risk factors associated with
his current weight status.
1.
2.
3.
4.
3. Body Composition:
1. Define body composition, and state what would be a healthy
body fat percentage for Jack?
2. Explain, and define one method to measure body
composition.
4. EER:
1. Define EER.
2. Calculate Jack’s EER, based on his lifestyle (very low
activity), show calculation for credit.
5. Weight Loss Surgery:
1. State, and explain one possible weight loss surgery option.
2. Are there potential dangers, and or side effects to your
chosen weight loss surgery? Does Jack meet the qualifications,
why or why not?
Part # 2: Nutrition for Physically Active Lifestyles
(Worth 20 points, 4 points each question)
1. Exercise Recommendations:
1. What are the exercise recommendations of the U.S.
Department of Health and Human Services, for healthy adults
under 65 years of age? (state recommendations for both
components)
a) Moderate & Vigorous Intensity Recommendation =

b) Strength Recommendation =
2. Does your participation in various physical activities meet
the minimum recommendation, in each category? Please
prescribe exercises, for each category, that will meet the
minimum recommendation.
a) Cardiovascular exercise (Aerobic), type and time =
b)Strength exercise (Anaerobic), type and time =
2. Target Heart Rate (Basic Method): You must show your
calculations, starting with your maximal heart rate.
1. Calculate your target heart rate zone for moderate-intensity
exercise.
2. Calculate your target heart rate zone for vigorous-intensity
exercise.
3. Macro-Nutrients for Fuel: You have learned that
carbohydrates are the major source for energy, followed by fats;
you have also learned that proteins supply your body with
energy, but should not be relied on as a major supplier, keep
this in mind when answering the following:
1. Why do human cells rely far moreon glucose (carbohydrate),
and fat for energy? Make sure you explain the role of both
carbohydrate and fat.
2. Why is it recommended that protein be the minimal supplier
of energy? Make sure you explain the role that protein plays in
a well balanced diet.
4. Fluid Intake: Your neighbor is planning to run in a marathon.
What are the recommendations for fluid intake? Make sure you
are specific.
1. Fluid Intake, how much?
a) Before =
b) During =
c) After =

2. What kind of fluid is best?
a) Before =
b) During =
c) After =
5. Ergogenic Aids: One of your friends is a competitive athlete,
and tells you that he is going to start supplementing with
DHEA (dehydroepiandrosterone), because he strongly feels that
it will improve his stamina, and athletic performance.
1. Define Ergogenic Aid.
2. Please do a little research
onDHEA (dehydroepiandrosterone). You may search outside of
your text for this question. What is it? Is there any research
out there that supports the effectiveness? Include performance
claims, possible side effects, and whether it is a banned
substance in competition. Be specific, and reference
information. (Reliable sources please).
Part # 3: Food Safety Concerns (Worth 20 points)
Food Additives: For this section you will need to identify
common types of direct food additives. To receive full credit
you will need to list ingredients, identify food additives, and
state possible health concerns, for 2 processed foods of your
choice.
1. Food A: _________________
Ingredients List (Must include all ingredients.):
Direct Food Additive (Choose 4 from the ingredients list.)
1.
2.
3.
4.
Purpose (State the purpose of your chosen 4 additives.)
1.
2.
3.

4.
Possible Health Risk (You must state 2 possible health concerns
associated with 2 of your 4 chosen additives.)
1.
2.
2. Food B: _________________
Ingredients List (Must include all ingredients.):
Direct Food Additive (Choose 4 from the ingredients list.)
1.
2.
3.
4.
Purpose (State the purpose of your chosen 4 additives.)
1.
2.
3.
4.
Possible Health Risk (You must state 2 possible health concerns
associated with 2 of your 4 chosen additives.)
1.
2.
Helpful Resources:
https://www.ewg.org/foodscores
https://www.ewg.org/research/ewg-s-dirty-dozen-guide-food-
additives
Part # 4: Nutrition for a Lifetime
(Worth 20 points, 4 points each question)
1. Pregnancy: One of your friends just found out that she’s
pregnant. Although her BMI is within the healthy range, she is
concerned about gaining too much weight during pregnancy.
1. What 4 pieces of information can you provide concerning the
need to gain an appropriate amount of weight during pregnancy,
and not exceed the recommended amount? Include the

appropriate weight recommend for your friend, as one of your
responses, and the risk for not gaining enough, or gaining too
much for the additional 3 responses.
1.
2.
3.
4.
2. Infant: Oliver is a healthy 2- month – old baby. Oliver’s
mother Kara wants to replace his iron-fortified infant formula
with the 2% milk that she drinks, to save money.
1. What 4 facts would you share with Kara, concerning making
such a change, at 2 months of age? Explain why it would not be
a good idea.
1.
2.
3.
4.
3. Preschool: James is 5 years old, and his BMI is in the
overweight range. His parents are also overweight, and seem
concerned about their son’s excess body weight.
1. What 4 possible consequences might James experience if he
continues to stay in an unhealthy range?
1.
2.
3.
4.
2. What 4 pieces of advice would you provide the parents, to
help James, and the entire family to achieve and maintains a
healthy weight? Please be specific.
1.
2.
3.
4.
4. Adult: Health issues, associated with poor lifestyle habits,
which includes poor nutritional habits, accumulate over time,

and tend to show later in an adults life.
1. List 4 lifestyle diseases common today, that can be directly
associated with poor nutritional habits.
1
2.
3.
4.
2. Look at those close to you, in the adult, and older adult life
stage, perhaps your parents, grandparents, great-grandparents,
friends, or co-workers, have any experienced health issues that
you can associate with poor nutritional habits (No is not an
acceptable answer)?
1. Identify the health issue.
2. What lifestyle changes can you make now, that can help
you reduce your risk for future lifestyle disparity.
5. Older Adults: Diets of older adults, particularly older women
provide inadequate amounts of Vitamins A, D, and B-12, and
the minerals calcium and potassium.
1. Please give suggestions on food items that a 71-year-old a
woman should consider, to get the adequate amounts of the
following vitamins and minerals, into her diet:
1. Vitamin A
2. Vitamin D
3. Vitamin B-12
4. Calcium
5. Potassium
2. What are 4 challenges older people face in meeting their
nutritional needs?
1.
2.
3.
4

Part # 5: Food Rules (Worth 20 Points)
1. List your top 10 “Food Rules”, by number, listed in the book,
and state why each made your top ten. Points taken off, if the
why is not stated. After you complete your top 10, try to live
by your food rules for 1 day, and report how you did. (10
Points)
State Food Rule, and its corresponding #
Why did it make your top 10?
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
*How easy would it be to incorporate a few “Food Rules”?
Report on your attempt to follow your food rules below:
2. List 10 specifics from Michael Pollan’s documentary “In
Defense of Food”, and then summarize a few of your personal
thoughts on the film. Try to relate his message to some of the
lessons you learned this semester. Your summary must be a
minimum of one page in length, double spaced. (10 points, 5

points for top 10, 5 points summary)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Summary:
Learning Theories (K-12) – EDU 501
Student Course Guide
Prerequisite: EDU505 Contemporary Issues in Education
Quarter
Meeting Days/Time
Instructor
Instructor Phone
Instructor E-mail
Instructor Office Hours/Location
Academic Office Phone Number
Strayer Technical Support
1-877-642-2999

INSTRUCTIONAL MATERIAL - Required
Driscoll, M. Psychology of learning for instruction (3rd ed.).
Boston, MA: Pearson.
INSTRUCTIONAL MATERIAL - Supporting
The following resources provide additional background and
supporting information for this course. There is no need to
purchase these items for the course.
Print Resources
Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M., &
Norman, M.K. (2010). How learning works: 7 research-based
principles for smart teaching. San Francisco, CA: Jossey-Bass.
Armstrong, T. (2012). Neurodiversity in the classroom:
Strength-based strategies to help students with special needs
succeed in school and life. Baltimore, MD: ASCD.
Branford, J., Stevens, R., Meltoff, A., Pea, R., Rochelle, J. et al.
(2006). Learning theories and education: Toward a decade of
synergy. Psychology(2nd ed.) (pp. 209-244)/ Mahwah, NJ:
Erlbaum.
Kalyuga, S., Renki, A., & Paas, F. (2010). Facilitating flexible
problem solving: A cognitive load perspective. Educational
Psychology Review, 22, 175-186.
Morphew, V.N. (2012). A constructivist approach to the NETS
for teachers. Eugene, OR: ISTE.
O’Donnell, A., Reeve, J., & Smith, J. (2012). Educational

psychology: Reflection for action. (3rd ed.). Hoboken, NJ: John
Wiley & Sons.
Pressley, M. & Harris, K. R. (2006). Cognition strategies
instruction: From basic research to classroom Instruction. In P.
A. Alexander & P. Winne (Eds.), Handbook of Educational
Psychology (2nd ed.), (pp. 265-286). Mahwah, NJ: Erlbaum.
Reeves, A.R. (2011). Where great teaching begins: Planning for
student thinking and learning. Baltimore, MD: ASCD.
Slavin, R.E. (2012). Educational psychology: Theory and
practice. (10th ed.). Boston, MA: Allyn & Bacon.
Professional Organization Websites
Association for Supervision and Curriculum Development
(ASCD). (2013). General format. Retrieved from
http://www.ascd.org
American Psychological Association (APA). (2013). General
format. Retrieved from http://www.apa.org
International Society for Technology in Education (ISTE).
(2013). General format. Retrieved from http://www.iste.org
COURSE DESCRIPTION
This course examines classic and contemporary theories of
learning that directly impact education and their influences on
teaching and learning in the K-12 school setting. It explores the
research base of the major theoretical models and examines the
implications of those models for education. Upon completion,
students should be able to describe theories and styles of
learning and discuss the relationship between different types of

intelligence to learning motivation and its application to the
classroom setting.
COURSE OUTCOMES
Upon the successful completion of this course, the student will
be able to:
1. Analyze the basic principles of learning theories.
2. Analyze the role of behavior in the learning process.
3. Describe the role of cognition in the learning process.
4. Analyze how cognitive development influences learning
ability and styles.
5. Analyze the biological bases of learning and memory.
6. Explain the roles of motivation and self-regulation in the
learning process.
7. Apply instructional psychology, theories and models to
instructional design tasks.
8. Develop a customized theory of learning specific to the
students given environment.
9. Use technology and information resources to research issues
in learning theory.
COURSE EXPECTATIONS
To obtain the most benefit from this class:
· Follow Strayer University’s policies and procedures as well as
those specific to this class.
· Class specific information can be found within the “Class
Information” section within the Student Center.
WEEKLY COURSE SCHEDULE
The weekly schedule describes the learning activities that will
help you achieve the course outcomes and the assignments that

will be used to measure your mastery of the outcomes. Each
week is divided into sections consisting of readings, lectures,
discussions, and assignments.
For selected assignments, a grading rubric is included in this
course guide and will be used to evaluate your performance.
Week
Assignments
Date
1
2
Making Connections Exercise
3
4
Assignment 1: Let’s Get Radical
5
6
Assignment 2: Interacting with Rad
7
8
Assignment 3: Applying Self-Regulated Learning
9

10
Assignment 4: Personal Learning Theory
11
WEEK 1
Course outcome in focus:
· Analyze the basic principles of learning theories.
· Analyze the role of behavior in the learning process.
Activities:
Readings:
· Read Chapter 1, “Introduction to Theories of Learning and
Instruction.”
· Read Chapter 2, “Radical Behaviorism.”
Review
· Making Connections Exercise, located in Weeks 1 and 2
Note: Review the instructions for the Making Connections
Exercise that is due Week 2. You will need to complete some of
the steps of the exercise prior to the end of Week 2.
Faculty Note: Remind students to review the Making
Connections Exercise instructions so that they are able to
adequately prepare and make arrangements with you for their
scheduled conversation time.
Supporting Topics:
Lecture 1 Topics:
· Learning theory
· Learning in history
· Learning theory and instruction

Lecture 2 Topics:
· The experimental analysis of behavior
· Principles of behavior management
· Contributions of behaviorism to instruction
· The behaviorist perspective on learning: issues and criticisms
Lectures and Discussions:
Faculty introduction, course overview and expectations
· Review course philosophy, expectations, assignments, late
policy, grading, academic integrity, APA use if appropriate, and
attendance policy.
Student introductions
· Lecture on learning theory, learning in history, and learning
theory and instruction.
· Discussion 1: “Epistemological Orientation.” Students will
respond to the following:
· Which epistemological orientation (pragmatism, objectivism
or interpretivism) is most closely aligned with your own
experience? Explain how this bias may affect your
understanding of learning theory.
· Of the three orientations, is one better than the others? No
matter how you answer, explain your rationale.
· Lecture on the experimental analysis of behavior, principles of
behavior management, contributions of behaviorism to
instruction, and the behaviorist perspective on learning: issues
and criticisms.
· Discussion 2: “Behaviorism Criticized.” Students will respond
to the following:
· Describe a learning situation in which you or another person
had difficulty in achieving a desired performance. Develop a
plan to improve performance using the techniques discussed in

this chapter.
· What are some possible objections you could raise to the
radical behaviorist model of learning?
· Applying these objections to the plan you just developed,
which part is the most likely to fail? What might you do to
“fix” it?
WEEK 2
· Describe the role of cognition in the learning process.
Activities:
Readings:
· Read Chapter 3, “Cognitive Information Processing”
Supporting Topics:
Lecture 1 Topics:
· Overview of information processing systems
· Sensory memory
· Working memory
Lecture 2 Topics:
· Long-term memory
· Implications of CIP (cognitive information processing) for
instruction
Lectures/Discussions:
· Lecture on overview of the information-processing systems,
sensory memory, and working memory.
· Discussion 1: “CIP and Epistemology”. Students will respond
to the following:
· Based on what we have seen so far, which epistemological
orientation does cognitive information processing most closely
align with?

· How does this orientation differ from that of radical
behaviorists? Explain your rationale.
· Lecture on long-term memory and implications of CIP for
instruction.
· Discussion 2: “CIP Applied.” Students will respond to the
following:
· Within this learning environment (this course), how could you
apply the principles of CIP to make the learning experience
better?
· Of the recommendation you made, which would be the hardest
to implement and why?
Due Week 2 worth 10 points
Online students, please follow these exercise instructions.
When taking online classes, we often communicate via the
discussion boards and e-mail. Having a personal phone
conversation can set the foundation for a successful partnership
between a student and a professor in an online class.
What do you need to do?
1. Schedule a phone conversation with your professor. The
conversation should take place during Week 1 or Week 2 of the
quarter. Note: The length of time for the conversation will vary.
It should take no more than one (1) hour.
2. Refer to the “Other Considerations for Both Online and On-
ground Students” section of this exercise for tips on creating an
effective resume.
3. Upload a copy of your resume for this exercise before the
phone call takes place. You can upload your resume to the
Making Connections Exercise area located in Week 2 of your
online course.
4. Prepare at least three (3) questions that you have about the

class to ask your professor.
5. Be prepared to discuss the following:
a. Provide an overview about your personal and professional
background.
b. Discuss why you are earning your Master’s degree.
c. Discuss how this class connects with your career goals and
interests.
d. Ask your questions that you have prepared.
Note: Your resume should be uploaded, and you should have the
conversation sometime during Week 1 or 2. To earn full credit,
your resume should be uploaded prior to having the phone call.
The Making Connections Exercise (both uploaded resume and
completed conversation) is due by the end of Week 2.
On-ground students, please follow these exercise instructions.
Making connections with your instructor and classmates is an
important part of your educational experience, both online and
in face-to-face classes. Getting to know your classmates and
instructor can help to foster relationships that build a
foundation for a successful learning experience.
What do you need to do?
1. Refer to the “Other Considerations for Both Online and On-
ground Students” section of this exercise for tips on creating an
effective resume.
2. Upload a copy of your resume for this exercise before your
scheduled Week 2 class. You should also have a copy readily
available to review with your classmates and instructor during
your scheduled class time. Note: You can upload your resume in
the Exercise assignment area located in Week 2 of your online
course.
3. Prepare at least three (3) questions to ask your classmates to
learn about their work experience and career aspirations.
4. Be prepared to answer your classmate’s questions and to
discuss the following:
a. Provide an overview about your personal and professional

background.
b. Discuss why you are earning your Master’s degree.
c. Discuss how this class connects with your career goals and
interests.
d. Ask your questions that you have prepared.
Note: To earn full credit, your resume should be uploaded prior
to your scheduled Week 2 class. The Making Connections
Exercise (both uploaded resume and completed conversation) is
due by the end of Week 2.
Other Considerations for both Online and On-ground Students:
What if I don’t have a resume or my current one could use some
sprucing up?
You can review the Lynda.com online video course titled,
“Creating an Effective Resume” (3 hr 29 m) presented by author
Mariann Siegert for step-by-step guidance on creating an
effective resume (located at http://www.lynda.com/Business-
Skills-tutorials/Creating-Effective-Resume/75926-
2.html?org=strayer.edu). The documents titled Career
Management Worksheet, located in Week 1 of the online course,
is a useful tool for getting started creating a resume or
refreshing on that you might have already started. The
worksheet is also available in the video courses exercise files
on Lynda.com.
If you do not have time to review the entire course, the
following videos may be particularly helpful in getting you
started using the Career Management Worksheet as well as
revising an existing resume:
· “Filling out the career management worksheet” (1 min 34 s),
located at http://www.lynda.com/Business-Skills-
tutorials/Filling-out-career-management-
worksheet/75926/83027-4.html?org=strayer.edu
· “Creating a marketing campaign” (2 min 50 s), located at
http://www.lynda.com/Business-Skills-tutorials/Creating-
marketing-campaign/75926/83029-4.html?org=strayer.edu

· “Understanding the importance of keywords” (2 min 14 s),
located at http://www.lynda.com/Business-Skills-
tutorials/Understanding-importance-keywords/75926/83031-
4.html?org=strayer.edu
· “Finding essential keywords” (6 min 34 s), located at
http://www.lynda.com/Business-Skills-tutorials/Finding-
essential-keywords/75926/83032-4.html?org=strayer.edu
· “Incorporating action verbs” (4 min 51 s), located at
http://www.lynda.com/Business-Skills-tutorials/Incorporating-
action-verbs/75926/83033-4.html?org=strayer.edu
· “Getting results using PAR statements” (4 min 40 s), located
at http://www.lynda.com/Business-Skills-tutorials/Getting-
results-using-PAR-statements/75926/83034-
4.html?org=strayer.edu
Do I have to write a paper for this?
No. Simply schedule the phone call (online students only),
upload your resume, and have a great conversation. Your grade
for this exercise will be based on submitting your resume prior
to the conversation or prior to your scheduled class and
completing the conversation, using the following rubric.
The exercise will be graded using the following rubric:
Points: 10
Criteria
Does Not Meet 0%
Proficient
100%
1. Resume uploaded prior to conversation or scheduled class.
Weight: 50%

Resume was not uploaded prior to conversation or scheduled
class.
Resume was uploaded prior to conversation or scheduled class.
2. Conversation completed.
Weight: 50%
Conversation never took place.
Conversation took place between student and professor and / or
classmates.
WEEK 3
Activities:
Readings:
· Read Chapter 4, “Meaningful Learning and Schema Theory”
Supporting Topics:
Lecture 1 Topics:
· Ausubel’s meaningful reception learning
· Meaningful learning as assimilation to schema
Lecture 2 Topics:
· Meaningful learning, schema theory and instruction
· Lecture on Ausubel’s meaningful reception learning, and
meaningful learning as assimilation to schema.
· Discussion 1: “Assimilation Theory.” Students will respond to
the following:
· In light of Ausubel’s assimilation theory, discuss what should
be considered when designing instruction for a simple task like
painting a wall. Explain your rationale.

· Select a skill or knowledge element involved in the task and
describe what instruction would look like for that element.
· Explain how your proposed piece of instruction leverages
Ausubel’s insights.
· Lecture on Meaningful learning, schema theory, and
instruction.
· Discussion 2: “Advanced Organizers.” Students will respond
to the following:
· Describe an instructional goal that requires the learner to
activate prior knowledge.
· Explain how the activation of prior knowledge helps the
learner understand the new material in your specific example.
· Describe what an advanced organizer would look like for your
specific example.
WEEK 4
Activities:
Readings:
· Read Chapter 5, “Situated Cognition”
Supporting Topics:
Lecture 1 Topics:
· The nature of situated cognition
· Antecedents to situated cognition theory
Lecture 2 Topics:
· Process of situated cognition
· Implications of situated cognition for instruction

· Lecture on the nature of situated cognition and antecedents to
situated cognition theory.
· Discussion 1: “Situated Cognition.” Students will respond to
the following:
· Discuss the impact of situated cognition on a K-12 course
when taught face-to-face as opposed to online.
· Make two recommendations for improving the course in
question (either face-to-face or online) by applying what you
know about situated cognition.
· Describe which recommendation is more likely to result in
measurable improvements. Explain your rationale.
· Lecture on the process of situated cognition and implications
of situated cognition for instruction.
· Discussion 2: “Communities of Practice.” Consider all the
communities of practice in which you participate and respond to
the following:
· Based on your experience, what are some of the most common
barriers to learning with communities of practice?
· Describe two to four (2-4) possible ways to overcome these
barriers.
· Envision the ideal community of practice for your current (or
expected) profession and describe its characteristics.
Assignment #1:Radical Behaviorist Critique
Relying on information learned and read in this class and at
least two (2) outside references, write a four to six (4-6) page
paper based on the Radical Behaviorist Approach. For purposes
of writing your scenario, your character is named Rad and you
are the Instructor. The scenario should be based on the
following steps outlined in your book:
1. Step One – Set Behavioral Goals. Describe the desired

behavior you would like Rad to achieve. Note: Consider what
have you observed about Rad related to the desired behavior.
2. Step Two – Determine Appropriate Reinforcers. Define
reinforcers, and explain the reinforcers that you have selected
for the desired behavioral outcome for Rad. Include the primary
reasons why the selected reinforcers are appropriate for Rad,
you (the Instructor), and the environment.
3. Step Three – Select Procedures for Changing Behavior.
Describe the procedures that you implemented to achieve the
desired behavior in Rad, and specify the main reasons why you
chose these procedures.
4. Step Four – Implement Procedures and Record Results.
Discuss the implementation of the procedures that you chose in
Step 3, and create fictional results. Explain the method(s) that
you used to observe the results.
5. Step Five – Evaluate and Revise. Discuss the method(s) that
you used to evaluate the effectiveness of your desired
behavioral change in Rad, and determine the major revisions
you may consider to your program in the future.
The format of the report is to be as follows:
· Typed, double spaced, Times New Roman font (size 12), one
inch margins on all sides, APA format.
· Use headers for each of the subjects being covered, followed
by your response.
· In addition to the four to six (4-6) pages required, a title page
is to be included. The title page is to contain the title of the
assignment, your name, the instructor’s name, the course title,
and the date.
Note: You will be graded on the quality of your answers, the
logic/organization of the report, your language skills, and your
writing skills.
The assignment will be graded using the following rubric:

Outcomes Assessed
· Analyze the role of behavior in the learning process
· Describe the role of cognition in the learning process
· Use technology and information resources to research issues
in.
Grading Rubric for Assignment #1 – Let’s Get Radical
Points: 200
Assignment 1: Let’s Get Radical
Criteria
Unacceptable
Below 70% F
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
1. Set Behavioral Goals. Describe the desired behavior you
would like Rad to achieve.
Weight: 15%
Did not submit or incompletely met the stated criteria.
Partially met the stated criteria.
Satisfactorily met the stated criteria.
Thoroughly met the stated criteria.
2. Determine Appropriate Reinforcers. Define reinforcers, and
explain the reinforcers that you have selected for the desired
behavioral outcome for Rad. Include the primary reasons why
the selected reinforcers are appropriate for Rad, you (the
Instructor), and the environment.
Weight: 15%

3. Select Procedures for Changing Behavior. Describe the
procedures that you implemented to achieve the desired
behavior in Rad, and specify the main reasons why you chose
these procedures.
Weight: 15%
Did not select or incompletely met the stated criteria.
Partially selected or met the stated criteria.
4. Implement Procedures and Record Results. Discuss the
implementation of the procedures that you chose in Step 3, and
create fictional results. Explain the method(s) that you used to
observe the results.
Weight: 15%
Did not implement or incompletely met the stated criteria.
5. Evaluate and Revise. Discuss the method(s) that you used to
evaluate the effectiveness of your desired behavioral change in
Rad, and determine the major revisions you may consider to
your program in the future.
Weight 15%
6. 2 References
Weight: 5%
No references provided
Does not meet the required number of references; some or all
references poor quality choices.

Meets number of required references; all references high quality
choices.
Exceeds number of required references; all references high
quality choices.
7. Writing Mechanics, Grammar, and Formatting
Weight: 5%
Serious and persistent errors in grammar, spelling, punctuation,
or formatting.
Partially free of errors in grammar, spelling, punctuation, or
formatting.
Mostly free of errors in grammar, spelling, punctuation, or
formatting.
Error free or almost error free grammar, spelling, punctuation,
or formatting.
8. Appropriate use of APA in-text citations and reference
section
Weight: 5%
Lack of in-text citations and / or lack of reference section.
In-text citations and references are provided, but they are only
partially formatted correctly in APA style.
Most in-text citations and references are provided, and they are
generally formatted correctly in APA style.
In-text citations and references are error free or almost error
free and consistently formatted correctly in APA style.
9. Information Literacy / Integration of Sources
Weight: 5%
Serious errors in the integration of sources, such as intentional
or accidental plagiarism, or failure to use in-text citations.
Sources are partially integrated using effective techniques of
quoting, paraphrasing, and summarizing.
Sources are mostly integrated using effective techniques of
Sources are consistently integrated using effective techniques of
10. Clarity and Coherence of Writing
Weight: 5%

Information is confusing to the reader and fails to include
reasons and evidence that logically support ideas.
Information is partially clear with minimal reasons and
evidence that logically support ideas.
Information is mostly clear and generally supported with
Information is provided in a clear, coherent, and consistent
manner with reasons and evidence that logically support ideas.
WEEK 5
· Analyze how cognitive development influences learning
ability and styles.
Activities:
Readings:
· Read Chapter 6, “Cognitive and Knowledge Development”
Supporting Topics:
Lecture 1 Topics:
· Jean Piaget’s genetic epistemology
Lecture 2 Topics:
· Beyond Piaget: alternative perspectives on cognitive
development
· Implications for instruction of developmental theory
· Lecture on Jean Piaget’s genetic epistemology.
· Discussion 1: “Stage Theories.” Students will respond to the
following:

· Evaluate the merits of Piaget’s stage theory for explaining
cognitive development.
· Discuss evidence that supports his theory as well as evidence
that calls it into question.
· Discuss your personal opinions about stage theories in
general. Who are some of the major detractors and how would
you address them?
· Lecture on alternative perspectives on cognitive development
and implications for instruction of developmental theory.
· e-Activity
· Go to www.iste.org, and review the NETS for Students and the
NETS for Teachers. Be prepared to discuss.
· Discussion 2: “Age Appropriate Instruction.” Students will
· Using information from both the e-Activity and Piaget’s
learning theory, design a piece of instruction for five-year olds
that teaches some aspect of any emerging technology and
incorporates at least one of the components of the NETS for
Students and / or the NETS for Teachers.
· Describe how the same piece of instruction would differ if
designed for adults.
· Justify the differences in design strategy for the two groups.
WEEK 6
ability and styles.
Activities:
Readings:
· Read Chapter 7, “Interactional Theories of Cognitive

Development”
Supporting Topics:
Lecture 1 Topics:
· Bruner’s three modes of representation
· The course of cognitive growth
Lecture 2 Topics:
· Vygotsky’s developmental method
· The social origins of higher mental processes
· Learning, instruction and development
· Lecture on Bruner’s three modes of representation and the
course of cognitive growth.
· Discussion 1: “Modes of Cognitive Representation.” Students
will respond to the following:
· Describe a simple instructional activity using all three of
Bruner’s modes of cognitive representation.
· Discuss why you included the elements you did. Explain your
rationale.
· If you created the same bit of training for someone from a
vastly different culture than your original audience, explain
what you would need to modify, and why.
· Lecture on Vygotsky’s developmental method; the social
origins of higher mental processes; and learning, instruction and
development.
· Discussion 2: “Zone of Proximal Development.” Students will
· Describe an instructional program (hypothetical or actual) that
makes use of Vygotsky’s “zone of proximal development.”
· What is being taught and by whom?
· What instructional strategies are being utilized?

· How could the program be tweaked (leveraging Vygotsky’s
theories) to make learning more impactful?
Assignment #2:Interacting with Rad
Relying on both textural information and at least two (2)
outside references, write a three to five (3-5) page report that
answers the following:
1. Describe the behavioral goal you set for Rad in Assignment
#1.
2. Choose either Bruner’s or Vygotsky’s Theory of cognitive
development, and explain the fundamental tenets of the chosen
theory.
3. Describe the key ways that the approach to the desired goal
would change with the chosen theory. Explain the assumptions
to the chosen theory and the manner in which they may impact
Rad or you as the Instructor.
by your response.
· In addition to the three to five (3-5) pages required, a title
page is to be included. The title page is to contain the title of
the assignment, your name, the instructor’s name, the course
title, and the date.
writing skills.
The assignment will be graded using the following rubric
Outcomes Assessed

ability and styles
· Use technology and information resources to research issues
in.
Grading Rubric for Assignment #2 – Learning and Cognition
Critique
Points: 200
Assignment 2: Interacting with Rad
Criteria
Unacceptable
Below 70% F
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
#1.
Weight: 15%
development, and explain the fundamental tenets of the chosen
theory.
Weight: 30%
Did not choose or incompletely met the stated criteria.

would change with the chosen theory. Explain the assumptions
to the chosen theory and the manner in it which they may
impact Rad or you as the Instructor.
Weight: 30%
4. 2 References
Weight: 5%
choices.
quality choices.
Weight: 5%
or formatting.
formatting.
formatting.
or formatting.
section
Weight: 5%

Weight: 5%
Weight: 5%
WEEK 7
· Analyze the biological bases of learning and memory.
Activities:
Readings:
· Read Chapter 8, “Biological Bases of Learning and Memory”

e-Activity
· Use the web and/or other resources to review the “nature vs.
nurture” controversy in education and be prepared to discuss.
Supporting Topics:
Lecture 1 Topics:
· Evolution and conditioning
· Evolution and cognition
· Implications of evolutionary psychology for learning and
instruction
Lecture 2 Topics:
· Overview of neural architecture implicated in learning
· Cerebral localization and the search for the engram attention
and the brain
· Learning, memory and the brain
· Cognitive development and the brain
· Implications of neurophysiology for learning and instruction
· Lecture on evolution and conditioning, evolution and
cognition, and implications of evolutionary psychology for
learning and instruction.
· Discussion 1: Biological versus Conditional Theories.”
Students will respond to the following:
· What do biological theorists contribute to the discussion of
learning and development?
· Does the evidence they present support one position more than
the other concerning whether development influences learning
or the other way around? Why?
· What implications for instruction would result if learning and
development turned out to be mutually interactive?
· Lecture on neural architecture implicated in learning; cerebral
localization and the search for the engram attention and the
brain; learning, memory and the brain; cognitive development

and the brain; and implications of neurophysiology for learning
and instruction.
· Discussion 2: “Nature vs. Nurture.” Students will respond to
the following:
· Which side of the “nature vs. nurture” argument has the
weight of evidence on its side?
· What implications do your findings have regarding the
education of ethnic minorities and other special populations?
· What steps could be taken to address these implications?
Explain your rationale.
WEEK 8
· Explain the roles of motivation and self-regulation in the
learning process.
Activities:
Readings:
· Read Chapter 9, “Motivation and Self-Regulation in Learning”
· Select and review at least one scenario from the beginning of
any chapter up to this point (but not Kermit scenarios).
Supporting Topics:
Lecture 1 Topics:
· Curiosity and interest
· Goals and goal orientation
· Self-efficacy beliefs
· Satisfying experiences
· Making attributions
Lecture 2 Topics:
· Processes of self-regulation
· Developing self-regulation skills
· Strategies for stimulating motivation

· Process of motivational design
· Lecture on curiosity and interest, goals and goal orientation,
self-efficacy beliefs, satisfying experiences, and making
attributions.
· Discussion 1: “Motivation and Learning.” Students will
· Of the three origins and determinants of motivation (curiosity
and interests, goals and goal orientations, and self-efficacy
beliefs), which one tends to have the biggest impact on
instruction? Explain your rationale.
· Which of the three is often the easiest to address? Explain.
· Describe a time when you experienced low motivation
concerning a learning task and describe what might have been
done to help you overcome it.
· Lecture on processes of self-regulation, developing self-
regulation skills, strategies for stimulating motivation, process
of motivational design
· Discussion 2: “ARCS Model Applied.” Select any scenario
presented in the text up to this point and respond to the
following:
· Using the ARCS model, analyze the situation for its probable
motivational characteristics.
· Create a set of motivational objectives and suggest strategies
that would be effective for stimulating motivation.
· Generate an instructional plan that would help learners
become more efficacious.
Assignment #3: Applying Self-Regulated Learning
Relying on information learned and read in this course and at
least two (2) outside references, write a three to five (3-5) page

report that reflects on how to incorporate self-regulated learning
as a motivational approach and answers the following:
1. Describe one (1) topic that you are currently attempting to
learn. Explore your motivation for learning about the chosen
topic.
2. Describe each phase of the self-regulated learning (SRL)
approach to learning.
3. Describe two (2) benefits and two (2) challenges that may be
associated with self-regulated learning.
4. Apply self-regulated learning to the topic you want to learn.
Outline a strategy to apply self-regulated learning to improve
this learning situation. Include the main activities that you
would use in each phase (i.e., forethought, performance, and
self-reflection). Note: Refer to Table 9.3 on page 330 of the
textbook for further clarification.
by your response.
writing skills.
Outcomes Assessed
· Analyze the biological bases of learning and memory

learning process
· Use technology and information resources to research issues in
learning theory.
Grading Rubric for Assignment #3 – Learning and Development
Critique
WEEK 8
learning process.
Activities:
Readings:
· Read Chapter 9, “Motivation and Self-Regulation in Learning”
· Select and review at least one scenario from the beginning of
any chapter up to this point (but not Kermit scenarios).
Supporting Topics:
Lecture 1 Topics:
· Curiosity and interest
· Goals and goal orientation
· Self-efficacy beliefs
· Satisfying experiences
· Making attributions
Lecture 2 Topics:
· Processes of self-regulation
· Developing self-regulation skills
· Strategies for stimulating motivation
· Process of motivational design
· Lecture on curiosity and interest, goals and goal orientation,
self-efficacy beliefs, satisfying experiences, and making
attributions.

· Discussion 1: “Motivation and Learning.” Students will
· Of the three origins and determinants of motivation (curiosity
and interests, goals and goal orientations, and self-efficacy
beliefs), which one tends to have the biggest impact on
instruction? Explain your rationale.
· Which of the three is often the easiest to address? Explain.
· Describe a time when you experienced low motivation
concerning a learning task and describe what might have been
done to help you overcome it.
Faculty Note: For online classes, you may have students post
comments to the discussion thread. To earn full credit in an
online threaded discussion, students must have one original post
and a minimum of one other post per discussion thread. Please
note: Material in the online class will be made available three
weeks at a time to allow students to work ahead, however,
faculty will be focused on and responding only to the current
calendar week. As it is always possible that students could lose
their work due to unforeseen circumstances, it is a best practice
to routinely save a working draft in a separate file before
posting in the course discussion area. Material in the online
class will be made available on the previous Thursday.
· Lecture on processes of self-regulation, developing self-
regulation skills, strategies for stimulating motivation, process
of motivational design
· Discussion 2: “ARCS Model Applied.” Select any scenario
presented in the text up to this point and respond to the
following:
· Using the ARCS model, analyze the situation for its probable
motivational characteristics.
· Create a set of motivational objectives and suggest strategies

that would be effective for stimulating motivation.
· Generate an instructional plan that would help learners
become more efficacious.
Faculty Note: For online classes, you may have students post
comments to the discussion thread. To earn full credit in an
online threaded discussion, students must have one original post
and a minimum of one other post per discussion thread. Please
note: Material in the online class will be made available three
weeks at a time to allow students to work ahead, however,
faculty will be focused on and responding only to the current
calendar week. As it is always possible that students could lose
their work due to unforeseen circumstances, it is a best practice
to routinely save a working draft in a separate file before
posting in the course discussion area. Material in the online
class will be made available on the previous Thursday.
Assignment #3: Applying Self-Regulated Learning
Relying on information learned and read in this course and at
least two (2) outside references, write a three to five (3-5) page
report that reflects on how to incorporate self-regulated learning
as a motivational approach and answers the following:
topic.
2. Describe each phase of the self-regulated learning (SRL)
self-reflection). Note: Refer to Table 9.3 on page 330 of the

textbook for further clarification.
by your response.
writing skills.
Faculty Note: Inform students on how they should submit their
assignment.
Faculty Note: This is a standardized assignment and cannot be
changed. Remind the students that their work will be graded
using the rubric, therefore they should review the rubric and
their report before turning the assignment in.
Outcomes Assessed
· Analyze the biological bases of learning and memory
learning process
learning theory.
Grading Rubric for Assignment #3 – Learning and Development
Critique

Points: 200
Assignment 3: Applying Self-Regulated Learning
Criteria
Unacceptable
Below 70% F
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
topic.
Weight: 15%
2. Describe each phase of the self-regulated learning (SRL) the
Weight: 20%
Weight: 20%

self-reflection).
Weight: 20%
5. 2 References
Weight: 5%
choices.
quality choices.
Weight: 5%
or formatting.
formatting.
formatting.
or formatting.
section
Weight: 5%

Weight: 5%
Weight: 5%
WEEK 9
· Apply instructional psychology, theories and models to
Activities:
Readings:

· Read Chapter 10, “Gagne's Theory of Instruction”
Supporting Topics:
Lecture 1 Topics:
· Instructional psychology, theories and models
· Gagne’s taxonomy of learning outcomes
Lecture 2 Topics:
· Conditions for learning
· The nine events of instruction
· Lecture on instructional psychology, theories and models, and
Gagne’s taxonomy of learning outcomes.
· Discussion 1: “Gagne’s Taxonomy.” Students will respond to
the following:
· In your current position (or expected if not yet employed) how
could you employ Gagne’s taxonomy to improve the quality of
the instruction you design?
· What difficulties might you expect in applying this taxonomy?
· What steps could you take to address these anticipated
difficulties, if any?
· Lecture on conditions for learning and the nine events of
instruction.
· Discussion 2: “Nine Events of Instruction.” Select any
scenario presented in the text up to this point and respond to the
following:
· When designing instruction to address the given scenario,
describe what each event of instruction would look like.
· Which event would be the most difficult to design for the
given scenario? Why?
· What steps could you take to help address the difficulties you

expect to encounter? Explain your rationale.
WEEK 10
· Apply instructional psychology, theories and models to
· Develop a customized theory of learning specific to the
students given environment.
Activities:
Readings:
· Read Chapter 11, “Constructivism”
· Read Chapter 12, “Toward a Personal Theory of Learning and
Instruction”
Supporting Topics:
Lecture 1 Topics:
· Constructivist assumptions about learning
· Constructivist models of memory
· Constructivist learning goals
Lecture 2 Topics:
· Constructivist conditions for learning
· Constructivist methods of instruction
· Towards a personal theory of learning and instruction
· Lecture on constructivist assumptions about learning,
constructivist models of memory, and constructivist learning
goals.
· Discussion 1: “Constructivist Principles.” Students will
· How do constructivist notions about learning, memory,
learning goals and conditions for learning differ from the other

schools of thought we have covered so far?
· Do you see constructivist principles at play in this course?
Why or why not? Give specific examples?
· How might the application of constructivist principles (or the
amplification of constructivist principles) improve this course?
Explain your rationale.
· Lecture on constructivist conditions for learning,
constructivist methods of instruction, towards a personal theory
of learning and instruction.
· Discussion 2: “Objectives and Assessments.” Students will
· How would constructivists view learning objectives and
assessments (which come from the behaviorist tradition)?
· How could the traditional approach to objectives and
assessments be changed to better align with constructivism?
· Do you believe the changes you have specified would make
instruction in general more efficacious? Why?
Assignment #4: Personal Learning Theory
Throughout the term, you have reviewed many different
perspectives on learning. Scholars and researchers have been
debating learning approaches for almost as long as we have
been learning. For this final assignment, Achievement First is
interviewing you to work as a consultant to improve student
learning. Part of your interview involves making a presentation
about your personal learning theory. Relying on information
learned and read in this course and at least two (2) outside
references, create a six to eight (6-8) slide presentation
describing your personal learning theory. You may choose
presentation software you prefer. As you develop your
presentation, include:
1. Describe the target audience with which you expect to work
(e.g., 8 years old, special education, all-male). Discuss the

theories or element of theories you have learned in this course
that apply to the target audience you have described.
2. Prioritize the concepts that you must consider when
formulating your personal learning theory. Next, explain your
personal learning theory. Based upon your personal learning
theory, describe the process by which you think people learn.
Note: This is your personal theory that encompasses ideas or
improves upon other theories studied throughout this course.
3. Outline a strategy for using your personal learning theory to
help your target population learn.
4. Create a new and / or improved learning theory based on the
theories or elements of theories that you identified in criterion
#3. Create a new name for your learning theory. Describe the
manner in which you would apply this new and / or improved
theory to the target audience to help them learn.
· Format the PowerPoint presentation with headings on each
slide and relevant graphics (photographs, graphs, clip art, etc.),
ensuring that the presentation is visually appealing and readable
from eighteen (18) feet away. Check with your professor for any
additional instructions.
· In addition to the six to eight (6-8) slides required, include a
title slide containing the title of the assignment, the student’s
name, the professor’s name, the course title, and the date. The
title slide is not included in the required slide length.
writing skills.
Outcomes Assessed
· Analyze the basic principles of learning theories

· Develop a customized theory of learning specific to the
students given environment
learning theory.
Grading Rubric for Assignment #4 – Personal Learning Theory
Points: 180
Assignment 4: Personal Learning Theory
Criteria
Unacceptable
Below 70% F
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
1. Describe the target audience with which you expect to work
(e.g., 8 years old, special education, all-male). Discuss the
theories or element of theories you have learned in this course
that apply to the target audience you have described.
Weight: 15%
2. Prioritize the concepts that you must consider when
formulating your personal learning theory. Next, explain your
personal learning theory. Based upon your personal learning
theory, describe the process by which you think people learn.
Weight: 15%

3. Outline a strategy for using your personal learning theory to
help your target population learn.
Weight: 15%
4. Create a new and / or improved learning theory based on the
theories or elements of theories that you identified in criterion
#3. Create a new name for your learning theory. Describe the
manner in which you would apply this new and / or improved
theory to the target audience to help them learn.
Weight: 15%
5. Communicated information on presentation.
Weight: 15%
6. 2 References
Weight: 5%
choices.
quality choices.
Weight: 5%

or formatting.
formatting.
formatting.
or formatting.
section
Weight: 5%
Weight: 5%
Weight: 5%

WEEK 11
· No new material.
Activities:
Readings:
· No new material.
· Discussion 1: “Customized Learning Theories.” Students will
· Describe the learning environment in which you work or
expect to be working (i.e., sixth grade, special education, etc.)
· How is the theory of learning you created in assignment four
customized to this environment?
· What theories and/or practices discussed in the class play a
starring role in your customized learning theory? Why?
· Discussion 2: “Best of the Best.” Students will respond to the
following:
· Considering everything you have learned in this class to date,
describe five ideas you feel are most applicable to the widest
variety of instructional situations.
· Why did you pick these five? Explain your rationale.
· Are these five ideas particular applicable to your current (or
future) career? If so, explain how.
· Which idea(s) do you think have the least applicability? Why?
ASSIGNMENT OUTLINE AND GRADING

Assignment Type
Total Points
Percentage*
Assignment 1
20
180
2
180
Assignment 2
Assignment 3
Assignment 4
200
200
180
20
20
18
Participation
220
22
Total
1,000
Grading Scale

Points
Percentage
Grade
900-1,020
90-100
A
800-899
80-89
B
700-799
70-79
C
Below 700
Below 70
F
© 2015 Strayer University, All Rights Reserved. This document
contains Strayer University Confidential and Proprietary
information and may not be copied, further distributed, or
otherwise disclosed in whole or in part, without the expressed
written permission of Strayer University.
EDU 501 Student Version 1158 [8/17/2015] Page 1 of 15
5/9/2019 Week 6 Assignment 2 – EDU501002VA016-1194-001
https://blackboard.strayer.edu/webapps/blackboard/content/listC
ontent.jsp?course_id=_241507_1&content_id=_27547436_1 1/2
Week 6 Assignment 2 Submission
Assignment #2: Interacting with Rad

Relying on both textural information and at least two (2)
outside references, write a three to five (3-5)
page report that answers the following:
#1.
development, and explain the
fundamental tenets of the chosen theory.
would change with the chosen
theory. Explain the assumptions to the chosen theory and the
manner in which they may impact
Rad or you as the Instructor.
Typed, double spaced, Times New Roman font (size 12), one
inch margins on all sides, APA
format.
Use headers for each of the subjects being covered, followed by
your response.
In addition to the three to five (3-5) pages required, a title page
is to be included. The title page is
to contain the title of the assignment, your name, the
instructor’s name, the course title, and the
date.
logic/organization of the report, your
language skills, and your writing skills.
Outcomes Assessed:

Analyze the basic principles of learning theories.
Analyze how cognitive development influences learning ability
and styles.
Use technology and information resources to research issues in.
Points: 200 Assignment 2: Interacting with Rad
Criteria
Unacceptable
Below 70% F
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
1. Describe the
behavioral goal you
set for Rad in
Assignment #1.
Weight: 15%
Did not submit or
incompletely met the
stated criteria.
Partially met the
stated criteria.

Satisfactorily met
the stated criteria.
Thoroughly met the
stated criteria.
2. Choose either
Bruner’s or
Vygotsky’s Theory of
cognitive
development, and
explain the
fundamental tenets
of the chosen theory.
Weight: 30%
Did not choose or
stated criteria.
Partially met the
stated criteria.
Satisfactorily met
Thoroughly met the
stated criteria.
3. Describe the key
ways that the
approach to the
desired goal would
change with the
chosen theory.

Did not submit or
stated criteria.
Partially met the
stated criteria.
Satisfactorily met
Thoroughly met the
stated criteria.
HOME
TUTORING
LIBRARY
CAREER
MEDIA
HELP
Carrie MitchellWEEK 6H
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seMain?course_id=_241507_1
ontent.jsp?course_id=_241507_1&content_id=_27547323_1&m
ode=reset
5/9/2019 Week 6 Assignment 2 – EDU501002VA016-1194-001
ontent.jsp?course_id=_241507_1&content_id=_27547436_1 2/2
Explain the
assumptions to the
chosen theory and
the manner in it
which they may
impact Rad or you
as the Instructor.
Weight: 30%
4. 2 References
Weight: 5%
No references
provided

Does not meet the
required number of
references; some or
all references poor
quality choices.
Meets number of
required
references; all
references high
quality choices.
Exceeds number o
required
references; all
references high
quality choices.
5. Writing
Mechanics,
Grammar, and
Formatting
Weight: 5%
Serious and
persistent errors in
grammar, spelling,
punctuation, or
formatting.
Partially free of
errors in grammar,
spelling,
punctuation, or
formatting.

Mostly free of
errors in grammar,
spelling,
punctuation, or
formatting.
Error free or almos
error free grammar
spelling,
punctuation, or
formatting.
6. Appropriate use of
APA in-text citations
and reference
section
Weight: 5%
Lack of in-text
citations and / or
lack of reference
section.
In-text citations and
references are
provided, but they
are only partially
formatted correctly
in APA style.
Most in-text
citations and
references are
provided, and they
are generally
formatted correctly

in APA style.
In-text citations and
references are
error free or almos
error free and
consistently
formatted correctly
in APA style.
7. Information
Literacy / Integration
of Sources
Weight: 5%
Serious errors in the
integration of
sources, such as
intentional or
accidental
plagiarism, or failure
to use in-text
citations.
Sources are partially
integrated using
effective techniques
of quoting,
paraphrasing, and
summarizing.
Sources are mostly
integrated using
effective techniques
of quoting,
paraphrasing, and

summarizing.
Sources are
consistently
integrated using
effective
techniques of
quoting,
paraphrasing, and
summarizing.
8. Clarity and
Coherence of Writing
Weight: 5%
Information is
confusing to the
reader and fails to
include reasons and
evidence that
logically support
ideas.
Information is
partially clear with
minimal reasons
and evidence that
logically support
ideas.
Information is
mostly clear and
generally supported
with reasons and
evidence that
logically support

ideas.
Information is
provided in a clear
coherent, and
consistent manner
with reasons and
evidence that
logically support
ideas.
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Carrie MitchellWEEK 6H
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