College of BusinessACCT 732 Audit and Assurance Services2018-.docx

College of Business
ACCT 732 Audit and Assurance Services 2018-2019
Course: Accounting 732
Semester: Winter Semester 2019
CRN: 20196
Instructor: Grant J. Lee, DBA
Campus/Location: Maine College of Business/Online
Room Number: NA
Meeting Days and Times:
Course Start Date: January 7, 2019
Final Assessment Date: April 26, 2019
Instructor Contact Information:
Office Location: Office 238D-4
Office Hours: TBD
Phone: 616-871-3980
Fax: 616-554-5228
E-Mail: [email protected]
Instructor Professional Biography
I have over 20 years of professional accounting experience. I
have worked primarily in the manufacturing industry, holding
management positions with various companies in West

Michigan such as Tyson Foods, Inc., Sappi Fine Paper and New
Covert Generating, LLC.
I am the Department Chair of Accounting at the Lettinga
Campus. I have been at Davenport University for nine years.
Prior to joining Davenport University, I have taught Accounting
and Business at Baker College in Muskegon, Michigan and
Cornerstone University in Grand Rapids, Michigan. I earned
my Bachelor Degree in Accounting from Bethany College,
Bethany, West Virginia 1991. In addition, I earned my Master
Degree in Accountancy from Case Western Reserve University,
Cleveland, Ohio 1993. I earned my Doctorate Degree in
Accounting from Walden University.
Donald W. Maine College of Business | 2018-2019
ACCT732 Auditing and Assurance
Credit Hours: 3
Contact Hours: 45
Prerequisite: ACCT302
Co-requisite:
Course Description
This course examines auditing and assurance services. The
course focuses on the detailed study of the financial statement
audit, including professional responsibilities and ethics, audit
planning, internal controls, evidence gathering, and audit
reports. Assurance services, reviews, and compilations are also
covered.
Learning Outcomes
Upon successfully completing this course, the student will be
able to:

1. Demonstrate and analyze the auditor's study and evaluation
of internal control structure and recommend enhanced internal
control procedures.
2. Analyze the decision making process in accepting clients and
communicate acceptance through an engagement letter
3. Gather evidence, analyze results, and document conclusions
4. Prepare and evaluate audit and other assurance service
reports
5. Apply and explain the following:
· Auditing standards
· Attestation standards
· Professional responsibilities for ethical behavior in attest
services
· Legal liability in attest services.
Required Textbooks and Additional Materials
9780134417301
Auditing and Assurance...MyAccountingLab with Textbook
Arens
16th 17 /Pearson
Required /Purchase as new only
Books continue on the next page.
9780134148618
Auditing and Assurance...MyAccountingLab with Etextbook-
Optional
Arens
16th 17 / Pearson
Optional / Purchase as new only
Davenport University has a print management system in which
students are allotted a quota of free prints and copies based on
enrolled credit hours. Review the guidelines and FAQs on the

DU website under Print Management.
DU Excellence System
The Davenport University Excellence System consists of nine
competencies that demonstrate professional skills necessary for
graduates to succeed in their chosen profession and engage in
life-long learning. These competencies are reinforced
throughout the curriculum of each academic program and are
assessed at the course and program levels. Graduates are
expected to perform at mastery level. The Excellence System
competencies are:
· Global and Intercultural Competence
· Civic and Social Responsibility
· Ethical Reasoning and Action
· Critical and Creative Thinking
· Analysis and Problem Solving
· Leadership and Teamwork
· Information and Technology Proficiency.
· Written Communication
· Professional Communication
Academic Integrity
Davenport University recognizes the principles of honesty and
truth as fundamental to ethical business dealings and to a
vibrant academic community of faculty and students. All
members of an academic community shall be confident that each
person's work has been responsibly and honorably acquired,
developed and presented. The work that a student submits shall
be a fair representation of his/her ability, knowledge and skill.
The University expects students to respect and exhibit these
principles as they form the basis of the quality of the institution
and the quality of Davenport’s graduates.
As stated in the Student Code of Conduct, the University may
discipline a student for academic dishonesty which is defined as
any activity that tends to undermine the academic integrity of

the institution. Academic dishonesty includes, but is not
limited to: cheating, fabrication, facilitating academic
dishonesty, interference, plagiarism, self-plagiarism or violation
of course rules. Definitions, procedures, and sanctions for these
violations may be found under Student Code in the University
catalog.
A minor violation occurs the first time the student has a breach
of academic integrity and typically involves an assignment or
activity that does not represent a significant part of the course
grade. The sanction for a minor academic integrity violation
will be left to the instructor’s discretion; but generally, it will
be a zero given on the assignment or activity.
A major violation can occur in one of two ways:
· It occurs the second time a particular student has a breach of
academic integrity involving an assignment or activity
regardless of whether or not it is a significant part of the course
grade.
· It also occurs on an assignment or activity that is a significant
part of the course grade such as an exam or major paper even if
it is the first violation.
The sanction for a major academic integrity violation is an “F”
in the course. All academic integrity violations will be reported
by the instructor through the Incident Report system.
The University utilizes plagiarism detection software. Papers
will be submitted for comparison against all Internet content
and against a database of previously submitted student papers.
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Anti-Harassment Policy
Davenport University supports a culturally diverse academic
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ADA Statement
Students with disabilities may request accommodations as
provided within federal law. In order for the University to
adequately review each case, requests should be made to the
Student Access Coordinator prior to the start of the semester.
Requests made after the start of the semester should be
completed as early in the semester as possible to prevent delays
in accommodation. Students should contact their advisor or go
to the Davenport University website for the name of the Student
Access Coordinator for the location where they attend. Students

must submit their approved Instructor’s Documentation of
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Course Accommodations Following DocumentedConcussion-
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Following a reported concussion, a student may require
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Davenport University is committed to ensuring continuity of
study for every Active Duty, Reserve, and Guard service
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integration is as seamless as possible upon return.
Tutoring Services
Davenport University provides free in-seat and online tutoring
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Student Responsibilities
Students are bound by all policies of Davenport University and
should familiarize themselves with these through reading the
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Students should review the DU website under Refund Policies
for tuition reimbursement rules and procedures.
All students must complete the final assessment for the course,
such as the final exam, project, or presentation. Students who
do not complete the final assessment will receive a grade of F.
Students are expected to be adequately prepared for each class
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study for every hour spent in the classroom (inseat or online).
Students are expected to assist in maintaining a classroom
environment that is conducive to learning. Free discussion,
inquiry, and expression are encouraged. Behavior that interferes
with the instructor’s ability to conduct the class or the ability of
students to benefit from that instruction is not acceptable.
Alternative Delivery StatementAlternative delivery formats
require considerably more student time outside of class and
maintain the same level of assignments and academic rigor as
the traditional classroom format. “Blended inseat w/online” is
an example of an alternative delivery format.
Scheduled Class Meeting Times
The State dictates minimal contact hour requirements that are
rigidly upheld by the University. Some of that instructional time

is used for tests. The University's expectation is that classes
will meet for the entire assigned time.
Attendance Requirement
Regular attendance and active participation are essential
elements in the learning process. Therefore, Davenport has
implemented an Attendance Practice for all courses as follows:
· Courses 199 and below - attendance is taken up to the last day
to withdraw with a “W” grade
· Courses 200 and above - attendance is taken the first two
weeks of the semester/session
For in-seat classes, attendance is taken on a daily basis starting
the first class meeting. An absence is defined as missing more
than one-half of a class period.
For online classes, attendance is defined as participating in at
least one graded academic activity each week. Postings
notrelated to the graded discussion topics, emails, or course
assignments may be disqualified for attendance purposes.
Students are to notify the instructor of a planned absence a
minimum of 24 hours prior to the course meeting time. Any
unexcused absence will initiate the withdrawal process and
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expected to read the Attendance Practice available on the DU
website.
Research Approval
Davenport University’s Institutional Review Board is a
committee mandated by Federal laws to protect the rights and
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students that involve certain criteria to ensure that the research
meets these governmental standards for the safety and
protection of any human subjects involved in the research.
NOTE: If your research involves surveys, questionnaires, focus-
groups, or other methods involving people, you will need to
have your study approved by the Davenport University
Institutional Review Board. Review materials on the DU IRB
website.
Standardized Grade Scale
The following grading scale is a University standard for courses
in this area of study:
Grade
Percentage (%)
A
100 – 94
A-
93 – 90
B+
87 – 89
B
83 – 86
B-
80 – 82
C+
77 -- 79
C
73 -- 76
F
72 -- 0

Graduate Failing Grade Policy
Students who receive a failing grade in a graduate course must
repeat the course in the upcoming semester. Students who fail
the same course a second time will be placed on academic
suspension. In both cases, students are to immediately contact
their advisor. Students should read the full policy in the DU
Graduate catalog.
Graduate Extra Credit Rule
Extra credit not allowed at the graduate level is defined as those
points that are given in addition to total points for work that
was not assigned as part of the original course syllabus. In
trying to help graduate students be successful, instructors may
choose to offer the entire class the opportunity to redo the
original assignment or to do an assignment similar in nature and
worth the same points as the original assignment. If a different
assignment is used, then the grade from the revised assignment
must replace the grade given for the original assignment. The
assignment cannot constitute additional points toward the grade
for the original assignment or for the final class grade.
CHAPTERS AND TOPICS THAT MUST BE COVERED--
COURSE OUTLINE (PREFERRED)
1. Chapter 1 – The Demand for Audit and Other Assurance
Services
2. Chapter 2 – The CPA Profession
3. Chapter 3 – Audit Reports
4. Chapter 4 – Professional Ethics
5. Chapter 5 – Legal Liability
6. Chapter 6 – Audit Responsibilities and Objectives
7. Chapter 7 – Audit Evidence
8. Chapter 8 – Audit Planning and Materiality
9. Chapter 9 – Assessing the Risk of Material Misstatement

10. Chapter 10 – Assessing and Responding to Fraud Risks
11. Chapter 11 – Internal Control ad COSO Framework
12. Chapter 12 – Assessing Control Risk and Reporting on
Internal Controls
13. Chapter 13 – Overall Audit Strategy and Audit Program
14. Chapter 14 – Audit of Sales and Collection Cycle: Tests of
Controls and Substantive Tests of Transactions
15. Chapter 15 – Audit Sampling for Tests of Controls and
Substantive Tests of Transactions
16. Chapter 16 – Completing the Tests in the Sales and
Collection Cycle: Accounts Receivable
17. Chapter 17 – Audit Sampling for Tests of Details of
Balances
18. Chapter 18 – Audit of the Acquisition and Payment Cycle:
Tests of Controls, Substantive Tests of Transactions, and
Accounts Payable
19. Chapter 19 – Completing the Tests in the Acquisition and
Payment Cycle: Verification of Selected Accounts
20. Chapter 20- Audit of the Payroll and Personnel Cycle
21. Chapter 21 – Audit of the Inventory and Warehousing Cycle
22. Chapter 22 – Audit of the Capital Acquisitions and
Repayment Cycle
23. Chapter 23 – Audit of Cash and Financial Instruments
24. Chapter 24 – Completing the Audit
25. Chapter 25 – Other Assurance Services
26. Chapter 26 – Internal and Governmental Financial Auditing
and Operational Auditing
SPECIFIC ONLINE REQUIREMENTS
Use of the My Accounting LabSoftware
SPECIFIC BLENDED REQUIREMENTS
· None
SAMPLE WEEKLY CALENDARS – 15 Week Semester

ACCT732 Auditing and Assurance Services
Tentative Course Calendar
Winter Semester 2019
Week
Chapters Discussed
Quizzes
Exams
1
Ch.1
Ch.2
Chapter 1
2
Ch.3
Ch.4
Chapter 3
3
Ch.5
Ch,6
Chapter 5
4
Ch.7
Ch.8
Chapter 7
Exam #1
5
Ch.9
Ch.10
Chapter 9
6
Ch.11
Ch.12

7
Ch.13
Ch.14
Chapter 13
Exam #2
8
Ch.15
Ch.16
Chapter 15
9
Ch.17
Ch.18
Chapter 17
10
Ch.19
Ch.20
Chapter 19
Exam #3
11
Ch.21
Ch.22
12
Ch.23
Chapter 23
Exam #4
13
Ch.24
Ch.25

14
Ch.26
15
Exam #5
Specific Requirements:
Completion of the on-line Pinnacle Manufacturing Integrated
Case Application audit components at the end of selected
chapters in the text including the following:
· Part I ( Chapter 8)
· Part II (Chapter 9)
· Part III (Chapter 10)
· Part IV (Chapter 12)
· Part V (Chapter 14)
· Part VI (Chapter 15)
· All components of Pinnacle Manufacturing Integrated Case
Application must be typed using the online working papers and
using Word or Excel as appropriate.
· All components/working papers of the Pinnacle Manufacturing
Integrated Case Application must be properly labeled as
illustrated in the text or as in last year’s on-line working papers.
The preparer (student) needs to be identified on every working
paper.
Required Assessment Grading Rubric for Pinnacle
Manufacturing Integrated Case Application:

· 90 – 100% Audit project meets all requirements in length and
content; shows excellent understanding of the material; AND
grammar, structure, and spelling are at college level.
content; shows a good understanding of the material; AND
grammar, structure, and spelling are at college level.
content; shows some understanding of the material; AND/OR
grammar, structure, and spelling need some improvement.
· 62 – 69% Audit project meets bare minimum requirements in
length and content; lacks some key understanding of the
material; AND/OR grammar, structure, and spelling need a lot
of improvement.
· 0 – 62% Audit project study does not meet minimum
requirements in length and content; OR grammar, structure, and
spelling are not at college level.
Required Assessment: Excellence System Competency
Tool: Pinnacle Manufacturing Integrated Case Application
General Description:
The assessment is given to the student to test his/her
competency of the Pinnacle Manufacturing Integrated Case
Application project. The assessment is based upon the
Excellence System Competency for Critical & Creative
Thinking and Ethical Reasoning & Action.
Required Assessment Grading Rubric for Excellence System
Competency:
(Please contact your Associate Chair for assessment)

Audit Paper
Each graduate student in Accounting 732 is required to write a
6-8 page paper on a recent audit topic. The paper must be in
APA format and include at least 10 references. The rubric for
this paper is as follows:
Criteria
Inadequate=D
(Below Standard)
Adequate=C
(Meets Standard)
Above Average=B
(Exceeds Standard)
Exemplary=A
(Far Exceeds Standard)
Organization
Writing lacks logical organization. It shows some coherence
but ideas lack unity. Serious errors.
Writing is coherent and logically organized. Some points
remain misplaced and stray from the topic. Transitions evident

but not used throughout essay.
Writing is coherent and logically organized with transitions
used between ideas and paragraphs to create coherence. Overall
unity of ideas is present.
Writing shows high degree of attention to logic and reasoning
of points. Unity clearly leads the reader to the conclusion and
stirs thought regarding the topic.
Level of Content
Shows some thinking and reasoning but most ideas are
underdeveloped and unoriginal.
Content indicates thinking and reasoning applied with original
thought on a few ideas.
Content indicates original thinking and develops ideas with
sufficient and firm evidence.
Content indicates synthesis of ideas, indepth analysis and
evidences original thought and support for the topic.
Development
Main points lack detailed development. Ideas are vague with
little evidence of critical thinking.
Main points are present with limited detail and development.
Some critical thinking is present.
Main points well developed with quality supporting details and
quantity. Critical thinking is weaved into points
Main points well developed with high quality and quantity
support. Reveals high degree of critical thinking.
Grammar & Mechanics
Spelling, punctuation, and grammatical errors create distraction,
making reading difficult; fragments, comma splices, run-ons
evident.
Errors are frequent.
Most spelling, punctuation, and grammar correct allowing
reader to progress though essay. Some errors remain.

Essay has few spelling, punctuation, and grammatical errors
allowing reader to follow ideas clearly. Very few fragments or
run-ons.
Essay is free of distracting spelling, punctuation, and
grammatical errors; absent of fragments, comma splices, and
run-ons.
Style
Mostly in elementary form with little or no variety in sentence
structure, diction, rhetorical devices or emphasis.
Approaches college level usage of some variety in sentence
patterns, diction, and rhetorical devices.
Attains college level style; tone is appropriate and rhetorical
devices used to enhance content; sentence variety used
effectively.
Shows outstanding style going beyond usual college level;
rhetorical devices and tone used effectively; creative use of
sentence structure and coordination
Format
Fails to follow format and assignment requirements; incorrect
margins, spacing and indentation; neatness of essay needs
attention.
Meets format and assignment requirements; generally correct
margins, spacing, and indentations; essay is neat but may have
some assembly errors.
Meets format and assignment requirements; margins, spacing,
and indentations are correct; essay is neat and correctly
assembled.
Meets all formal and assignment requirements and evidences
attention to detail; all margins, spacing and indentations are
correct; essay is neat
and correctly assembled with professional look.
Learning Activities:

Due to the many accounting areas covered in this course,
students are encouraged to create study groups to ensure they
will not be overwhelmed by the amount of material this course
contains.
Instructor Policies:
Assessments:
There will be a total of five exams (100 points each) in
accounting 320 this semester. Each student will have 100
minutes to complete the exam. The exam will consists of 10-12
essay questions. Please refer to course calendar for scheduled
exam dates.
There will be 12 concept quizzes throughout the semester to
measure the student’s comprehension of the material. Each quiz
will consist of 20 multiple choice questions (the first two
quizzes, chapters 1 and 3 will have 25 multiple choice
questions). Please refer to course calendar for scheduled quiz
dates.
There will be 26 homework assignments (1 assignment per
chapter) at 15 points per assignment. Please refer to course
calendar for homework assignment due dates.
There will be a total of 7 discussion posts. Please read the
directions carefully when answering your initial discussion
post. Each student is responsible for answering to at least 2 of
their peers’ post. The responses must be substantial in nature
and use references whenever necessary. Please refer to course
calendar for homework assignment due dates.
Note: If there is a computer issue while a student is taking the
exam or quiz, he/she will need to contact the help desk at

Davenport University to report the issue. Once I understand the
issue and receive a report from the help desk, I will reset the
exam/quiz for the student. While I fully understand that errors
will occur, I will only allow up to 1 reset for both an exam and
a quiz.
Note: Please use your own words when answering the essay
questions on the exams. Any form of plagiarism will not be
tolerated and will be reported to Davenport University.
Late Work:
All students are expected to meet all deadlines for homework,
assessments and projects. There will be no extensions provided.
Extra Credit:
There will be no opportunities for extra credit in this course.
Plagiarism/Cheating Consequences:
University Policy:
1. The first offense may minimally result in failure of the
assignment, test, project or presentation.
2. The second offense may minimally result in failure of the
course in which the cheating or plagiarism has occurred. The
second offense will be documented in the student’s permanent
file and referred to Judicial Affairs.
3. The third offense may result in dismissal from the University.
The third offense will be documented in the student’s permanent
file and referred to Judicial Affairs.
Required Assessment Percentage of Course Grade
· Exam ([email protected] points)
500

· Quizzes ([email protected] points, first two quizzes @ 25
points) 250
· Pinnacle Project ([email protected] points)
120
· Homework ([email protected] points)
390
· Discussion ([email protected] points)
140
· Audit Paper (1 @ 100 points) only for Graduate students
enrolled in Accounting 732)
100
Total Points
1,500
Outcome3
Mastered
Create/Evaluate
2
Reinforced
Apply/Analyze
1
Introduced
Understand/
Remember
0
Not exhibited by
student
1. Exhibits innovative thinking to
envision potential possibilities in
situations
Evaluates and applies appropriate
unique ideas, innovative questions,
and creates original formats
Applies unique ideas, innovative

questions, and creates original formats
Includes a limited number of
unique ideas, original questions
and/or formats
2. Embraces contradictions in order
to challenge the status quo by
considering multiple perspectives
Alternate, divergent or contradictory
ideas are presented coherently and
contextualized effectively
Alternate, divergent or contradictory
ideas are present and an attempt is
made to contextualize them, although
the author may have difficulty
coordinating all the varying approaches
Alternate, divergent or
contradictory ideas are present,
but are not contextualized or
logically consistent with other
parts of the whole
3. Takes risks which exhibit new
and/or unique approaches to
either create knowledge or to
solve problems
Actively seeks out and follows through
on untested and potentially risky
directions or approaches to the
assignment in the final product
Incorporates new directions or
approaches to the assignment in the
final product
Considers new directions or
approaches without going beyond
the guidelines of the assignment
4. Assesses relevant information
and interprets it effectively

Assesses multiple expert
perspectives to create a
comprehensive analysis
Examines expert opinion in order to
effectively determine its validity
Accepts expert opinion as mostly
fact with little questioning of
validity
5. Generates well-reasoned
conclusions and solutions, testing
them against relevant criteria to
consider practical consequences
Frames a position which demonstrates
ownership for constructing knowledge
or questions which integrate objective
analysis and intuition
Exhibits some original thinking that
acknowledges, refutes, synthesizes or
extends other assertions, although some
aspects may have been adopted
Forms position or hypothesis that
is clearly inherited or adopted
with little original consideration
6. Thinks open-mindedly within
alternative systems of thought
Synthesizes others' perspectives and
additional diverse perspectives are
drawn from outside information to
qualify analysis. Balance is
demonstrated between strengths and
weaknesses of perspectives.
Analyzes other perspectives clearly, but
balance is needed on strengths and
weaknesses of perspectives
Presents a single perspective and
fails to discuss others'

perspectives
Excellence System Competency: Critical & Creative Thinking
Graduates develop an appreciation of the importance of context
and perspective
when identifying and challenging assumptions, ideas,
processes, and experiences
Creative Thinking Outcomes
Critical Thinking Outcomes
Outcome
3
Mastered
Create/Evaluate
2
Reinforced
Apply/Analyze
1
Introduced
Understand/
Remember
0
Not exhibited by
student
1. Defends why an ethical issue
exists
Argues effectively for the
existence of the ethical issue
with an enhanced
understanding of its
complexity and relationship
to other issues
Explains the ethical
issue with a greater
sense of its complexity
and relationship to other
issues
Identifies the basic

ethical issue without a
firm grasp of its
complexity
Not identified or
demonstrated by the
student
2. Concludes which ethical
principles, concepts, theories,
and values bear on the
problems faced in various
scenarios
Argues which ethical
principles are most relevant
to the issue
Explains several ethical
principles relevant to the
issue
Lists some ethical
principles relevant to the
issue
Not identified or
demonstrated by the
student
3. Assesses ethical issues and
problems that arise in
ordinary, day-to-day practice
Prioritizes several courses of
action to consider with a
judgment of each pro and con
of the proposed solutions
Examines several
courses of action, but
discussion only focuses
on 1-2 pros and cons of
the proposed solutions
Lists 2 or 3 courses of

action, but fails to
discuss the pros and cons
of the proposed solutions
Identifies one course of
action to consider with
little or no discussion of
the pros and cons of the
proposed solution
4. Develops alternatives that
integrate and synthesize
ethical issue
Appraises alternatives that
can impact the dilemma both
positively and negatively
Compares and contrasts
several potential
alternatives with in-
depth discussion of the
merits of each
Outlines two or three
alternatives with limited
discussion of pros and
cons of the alternatives
Alternatives are weak,
incomplete or not stated
5. Evaluates alternative
solutions to ethical problems
or dilemmas
Judges alternative courses of
action and justifies
recommended or preferred
solutions
Identifies alternative
courses of action and
offers an in-depth
discussion of solutions

Reports alternative
courses of action, but has
limited or no justification
for solutions
Not identified or
demonstrated by the
student
6. Designs a solution that can
be evaluated in relation to the
ethical problem
Differentiates between
potential solutions to
recommend a reasonable
action; justifies the selection
of the preferred action
Differentiates between
potential solutions to
reach a reasonable
action; compares
possible action(s)
Describes one or two
solutions, but fails to
design a reasonable
action
Not identified or
demonstrated by the
student
Excellence System Competency: Ethical Reasoning & Action
Graduates recognize that integrity is an essential component of
accountability and is required
in the evaluation of differing value systems to determine
appropriate courses of action
QSO 640 Module Eight Short Paper Guidelines and Rubric

Overview: This assignment will help you understand how
projects are monitored and controlled.
Prompt:Research indicates that organizations believe that once
the project management plan is developed, no further actions
are necessary until the project is ready for delivery to the
customer or project sponsor. In considering this statement, write
a paper describing the project manager’s role in monitoring
tasks, directing resources, managing change requests, and
preparing for project closure.
Critical Elements
Exemplary (100%)
Proficient (90%)
Needs Improvement (70%)
Not Evident (0%)
Value
Monitoring Tasks
Meets “Proficient” criteria and illustrates with examples
Describes the project manager’s role in monitoring tasks
Describes the project manager’s role in monitoring tasks, but is
inaccurate and/or missing details
Does not describe the project manager’s role in monitoring
tasks
20
Directing Resources
Describes the project manager’s role in directing resources
Describes the project manager’s role in directing resources, but
is inaccurate and/or missing details
Does not describe the project manager’s role in directing
resources
25
Managing Change Requests
Describes the project manager’s role in managing change

requests
Describes the project manager’s role in managing change
requests, but is inaccurate and/or missing details
Does not describe the project manager’s role in managing
change requests
20
Preparing for Project Closure
Describes the project manager’s role in preparing for project
closure
Describes the project manager’s role in preparing for
project closure, but is inaccurate and/or missing details
Does not describe the project manager’s role in preparing for
project closure
25
The following critical elements must be addressed:
I. Describe the project manager’s role in monitoring tasks.
II. Describe the project manager’s role in directing resources.
III. Describe the project manager’s role in managing change
requests.
IV. Describe the project manager’s role in preparing for project
closure.
Guidelines for Submission: Your paper should be between 1 and
2 pages, double-spaced, have one-inch margins, and use 12-
point Times New Roman font and the most recent version of
APA format.
Articulation of Response
Submission is free of errors related to citations, grammar,
spelling, syntax, and organization and is presented in a
professional and easy-toread format
Submission has no major errors related to citations, grammar,
spelling, syntax, or organization

Submission has major errors related to citations, grammar,
spelling, syntax, or organization that negatively impact
readability and articulation of main ideas
Submission has critical errors related to citations, grammar,
spelling, syntax, or organization that prevent understanding of
ideas
10
Total
100%

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