SE 600 Critical Literature Review Instructor Name ____.docx

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SE 600: Critical Literature Review Instructor Name: ___________TOTAL PTS. POSSIBLE: ___ TOTAL PTS. EARNED_____ Student Name: _________________________ CATEGORY 4 -5 3 2 1 Write a description of the QOL Domain (include citations) Student provides a clear description of the domain Student provides a basic description of the domain Student does not describe the domain Domains described are irrelevant to QOL Write a description of the indicators that may assess/evaluate this Domain (include citations) Student specifically describes a comprehensive list of the indicators that may be used to assess this Domain Student gives some basic information regarding the indicators Student gives little information regarding the indicators Student does not mention the indicators used to assess this domain Find four research studies that have examined this Domain (or an aspect of that domain) in regards to individuals with Disabilities Student has found at least 4 research studies that describe this intervention /teaching strategy Student has found 3 or 4 studies that describe this intervention/teaching strategy Student has found 2 studies that describe this intervention/teaching strategy Student has found only one that describes this intervention/teaching strategy Describe the findings of the combined studies; these should be synthesized together Student gives a clear description of the four studies and synthesizes them to give us an understanding of research within this domain Student gives a fair descriptions of the 4 studies Student gives only a brief overview of the studies Student does not discuss the research findings of the articles Write a specific plan as to how that Domain can be promoted for individuals with disabilities; include four references from other articles read this semester Student gives a clear, concise picture of how this domain can be promoted for individuals with disabilities Student gives a vague picture of how this domain can be promoted for individuals with disabilities Student gives a very vague picture of how this intervention can assist individuals with ASD; does NOT mention with whom the intervention may be most successful for Student does not mention the strengths of this intervention Write a plan as to how organizations/agencies can be utilized to promote the lives of individuals with disabilities in that Domain Student gives a clear, concise plan about how organizations/ agencies can promote this domain for individuals/families with a disability Student gives a vague picture of the role of agencies/ organizations in regards to this domain Student barely mentions the limitations of this intervention for individuals with ASD Students do not mention agencies/ organizations .

Education

Write a description of
the indicators that may
assess/evaluate this
Domain (include
citations)
Student
specifically
describes a
comprehensive list
of the indicators
that may be used
to assess this
Domain
Student gives some
basic information
regarding the
indicators
Student gives little
information
regarding the
indicators
Student does not
mention the
indicators used to
assess this domain
Find four research
studies that have
examined this Domain
(or an aspect of that

domain) in regards to
individuals with
Disabilities
Student has found
at least 4 research
studies that
describe this
intervention
/teaching strategy
Student has found 3
or 4 studies that
describe this
intervention/teaching
strategy
Student has found 2
studies that describe
this
intervention/teaching
strategy
Student has found
only one that
describes this
intervention/teaching
strategy
Describe the findings
of the combined
studies; these should
be synthesized

together
Student gives a
clear description
of the four studies
and synthesizes
them to give us an
understanding of
research within
this domain
Student gives a fair
descriptions of the 4
studies
Student gives only a
brief overview of the
studies
Student does not
discuss the research
findings of the
articles
Write a specific plan as
to how that Domain
can be promoted for
individuals with
disabilities; include
four references from
other articles read this
semester

Student gives a
clear, concise
picture of how this
domain can be
promoted for
individuals with
disabilities
Student gives a
vague picture of how
this domain can be
promoted for
individuals with
disabilities
Student gives a very
vague picture of how
this intervention can
assist individuals
with ASD; does NOT
mention with whom
the intervention may
be most successful
for
Student does not
mention the
strengths of this
intervention
Write a plan as to how
organizations/agencies

can be utilized to
promote the lives of
individuals with
disabilities in that
Domain
Student gives a
clear, concise plan
about how
organizations/
agencies
can promote this
domain for
individuals/families
with a disability
Student gives a
vague picture of the
role of agencies/
organizations in
regards to this
domain
Student barely
mentions the
limitations of this
intervention for
individuals with ASD
Students do not
mention agencies/
organizations

In addition to the four
research articles,
include four references
from readings this
semester or from
information discussed
in class
Students includes
at least 4
references from
readings or has
cited information
noted in class
Student includes 2-3
additional
references and has
cited the reference
Student includes 2-
3 references but
does not cite
information from
class
Student includes 1
reference but
citations are
unrelated to class.
Write a conclusion that
provides a well-written
summary for the paper

Student provides
a clearly written
conclusion
regarding this
topic
Student provides a
moderate
conclusion
Student provides a
conclusion but does
not tie in the
information
No conclusion for
the paper is included
APA style
Well-written
References are
provided in APA
style
Paper is well-
written and free of
errors
References are
provided but are not
in APA style

Some errors in
paper
Many errors either
grammatically or
with spelling
No references
Many errors
Submits 1-2 page
Summary in Forum
Provides a clearly
written summary
of studies
regarding this
domain for
classmates
(1 -2pages)
Provides a
summary but is
unclear what the
domain is
Provides a bulleted
summary
No submission of

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Graduate 500-600 Courses Full Rubric for Classroom Publication School of Security and Global Studies Rubric Features · Rubric categories are evenly distributed – 20 points per category. · Assignment settings equal 100 points for each assignment. · Grade book is set for weighted categories (not points). · Separate rubrics in 100-200, 300-400, 500-600 level courses for assignments. · Standard forum discussion rubric for all levels. Quick Table for Insertion in Assignments (within Word document) Criteria Exemplary 16-20 Accomplished 11-15 Developing 6-10 Beginning 0-5 Total Synthesis of Knowledge Foundation of Knowledge Application of Knowledge Organization of Ideas/Format Writing and Research Skill Total Synthesis of Knowledge (Focus/Thesis) [Graduate Learning Outcomes Assessment Objective 4] Beginning Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements. Developing Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment. Accomplished Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment. Exemplary Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well-constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements. ____________________________________________________________________________ Foundation of Knowledge [Graduate Learning Outcomes Assessment Objective 3] Beginning Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas. Developing The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area. Accomplished Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course conte ...

Graduate 500-600 CoursesFull Rubric for Classroom Publication.docx

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Final Paper and Presentation ARE 5245: Program Development DUE DATE FOR PAPER: Monday December 7th DUE DATE FOR PRESENTATIONS: November 30 For this assignment, students will write a formal proposal for a therapeutic or educational program that will serve as the final paper for the course. The paper should be written in APA format, including a title page and reference pages (see sample papers on pages 41 – 59 in 6th ed. of APA manual), and must follow the basic structure provided below. The subject matter is the student’s choice only constricted by some congruity with the course theme of curriculums and programs. The paper should be at least 15 pages long (excluding reference pages, title page, and visual examples) with a minimum of eight sources. Each student will deliver an accompanying semi-formal class presentation related to his or her paper that should be about 20 minutes in duration and should include visuals. Presentation times and dates will be assigned in class. A rubric outlining the criteria used for assessing the paper and presentation is provided along with this evaluation packet. Please attach or print a copy of this entire evaluation guide (all sides/sheets will be available on Blackboard) and attach it as the LAST pages of your paper. Basic Format Requirements (add sub headings as necessary): I. Title Page with Author’s Name and Affiliation II. Introduction (no heading necessary) A. Purpose of the Therapeutic/Educational/Adminstrative/Museum Program (Purpose Statement) B. Identification of Your Audience: Identify the organization or people that you are trying to convince to support/fund your proposed program. This can be included along with your purpose statement, if that suits your sensibilities in organizing your paper. While you should appropriately identify the audience that you are making “your pitch” to, you do NOT need to dwell on other ways that your program might be funded. This course is NOT about funding/grant writing. C. Need for the Program (Justification): Why is there a need for the program you are proposing; why should your audience support your proposal; why is it important? D. Definition of Terms: List and define any key terms that you think readers of your proposal will need to know prior to reading its content E. Brief Overview of the Proposed Program: In a brief paragraph, let the audience/reader know what is coming in the pages ahead; what they should be expecting III. Background and Review of Literature Related to Chosen Topic Using sub-headings as appropriate, discuss “just the facts, ma’am” about the existing literature related to the purposes of your therapeutic/educational program. For the most part, take a dispassionate stance in writing this section. You are merely introducing the facts, and are not yet interjecting your voice in a significant manner. Your review of literature should address, among othe ...

Final Paper and Presentation ARE 5245 Program Development .docx

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