The document reflects on teaching practices that promote deep learning, such as group discussions and multimedia presentations, emphasizing the importance of student engagement and choice in learning. It outlines challenges faced by educators, particularly in motivating students who lack interest in their education, and stresses the need for effective teaching strategies and evaluation methods. Additionally, it presents a learning plan for a coaching seminar aimed at enhancing leadership skills through diverse instructional methods and assessments.

1. Running head: INITIAL REFLECTION Mays1
INITIAL REFLECTION Mays2
Initial Reflection on Teaching and Learning
Shawnesty Mays
Walden University
May 14.2017
There are several practices that the instructors use that have
encouraged me to take a deep learning approach. They include
group discussions, multimedia presentations, and simulations
among others. Group discussions allow students to interact with
each other that have helped us to tap into our interpersonal
intelligence a skill that is important beyond the classroom.
Multimedia presentations such as PowerPoint presentation
enables those of us who are better at learning visually
understand a topic better. Our instructors provide us with
choices by allowing us to choose a topic of discussion for our
essay writing assignments. For instance, they allow us to choose
an organization of our interest for certain assignments then
discuss the assignment using this organization. They also

2. provide us with a selection of books and materials to use in our
assignments. They allow us to complete research on a topic of
their choice within our area of study and report back to the
class. By actively engaging us in the learning process using the
above practices and many more, I am able to take a deep
learning approach.
Most of my instructors use deep learning approaches. However,
some surface learning approaches noted include; assessing our
assignments for independent facts using short answer questions,
emphasizing coverage of a topic at the expense of depth, and
having a short assessment cycle.
The online surveys tell me that I can use several methods to
enhance learning among my students. For instance, I should
engage my students in the learning process as it increases their
attention and focus. It also motivates them to engage in higher
level of critical thinking as well as promote meaningful learning
experiences. A student-centered approach increases
opportunities for student engagement that results to achieving
of course learning objectives for both the instructor and the
students. Teachers should prepare ahead for classroom
discussions in order to have a clear focus for the discussion and
address important topics from a number of perspectives. They
should also design effective evaluation strategies for their
students’ and provide meaningful feedback.
My greatest worry is on how to handle students who do not
value their education. I belive that students interested in
learning are easy to handle since most of them have some focus
on the learning process in order to achieve their personal and
professional goals. However, those not interested in learning
and have just been pushed by their parents to obtain degrees are
a difficult lot to handle. I may be willing to help them but as
long as they are not interested in the learning process and have
no set goals it remains a challenge for me as a teacher who
wants to see all her students achieve academic success and
obtain careers of their choice.
My desire is to change the lives of as many students as I can

3. and help them lead a better life through their academic success.
I desire to use different teaching practices just to ensure that
most if not all of my students have a better understanding of the
topic of discussion and can apply the skills and knowledge
acquired to improve their daily lives. In order to achieve this, I
must ensure that I have the skills, experience, and knowledge to
enhance the learning process. Additionally, I need to practice
patience, perseverance, and hard work. I have to keep doing
what I believe will be meaningful to my students to help them
attain personal and professional goals.
1. Divest or Hold onto these bank investments?
2. If hold, what are the options?
a. Attract more bank deposits
b. Raise debt
c. Seasoned offering
3. How viable (in terms of the banks ability as well as success
in fixing the capital ratio issue) are these options?
a. Attract more bank deposits?
b. Raise debt?
c. Seasoned offering?
4. What are the impacts (both direct and indirect) of the

4. alternative financing options?
a. Liquidity
b. Growth (incl. attracting more depositers)
c. Short-term/Long-term
5. What is (the most) suitable on how to raise funds – taking
into consideration the valuation results?
GOAL: Increase Tier One Capital Ratio
= Core equity capital [RE + common stock] / risk-weighted
assets
1. Increase Numerator
a. Increase retained earnings
i. Sell PPE
· That is, if they own it. And this would only raise retained
earnings IF it produces an accounting gain on sale. Unable to
know for certainty success.
ii.
b. Increase common stock
i.
2. Decrease Denominator
a. Decrease risk-weighted assets
Things that would not work, and why:
1. Issue preferred shares
a. This does not increase core equity capital, therefore it does
not affect the tier one capital ratio
Dividing work:
1. Question 1
2. Question 5
3. Increase Numerator -- retained earnings
4. Increase Numerator -- common stock

5. 5. Decrease Denominator -- decrease risk-weighted-assets
6. Concatenate all the things :)
divided work #3, 4, & 5 will be required to answer Q#2, 3, & 4
in document
PAGE
Running head: LEARNING PLAN
1
Learning Plan for Leadership through Coaching Seminar
William Castro
Walden University
June 25, 2017
Learning Plan for Leadership through Coaching Seminar
Analysis of Learning Context
Student Population
The key characteristics of the student population for this class
are first diverse learners. These students will represent a diverse
community of key employees who have displayed leadership
qualities and expressed the willingness to grow within the
company hierarchy. They will be women and men from diverse
backgrounds and ethnicities. They will vary in age from
eighteen to forty. They will represent different levels of
education from high school, some college, and undergraduate
degrees from various disciplines.
Subject Matter
The subject matter will be broken down into four parts A:
Beginning the Coaching Dialogue, B: Rewiring the Brain, C:
Single Conversation, and D: Understanding and Selecting
Coaching Models. Part A will be the introduction and parts B
through C will discuss the how, when and whys coaching should

6. be used. Part B will be introducing, as the title suggests, a new
way of thinking for most if not all of the students. This will be
difficult for some to adjust to. Part D will be the lengthiest part
that will give an overview of popular coaching models and how
to apply each.
Part C will require some skills not all students will process.
This would be a good opportunity to present role-playing
exercises or short case studies to solidify learning. Part D could
present some confusion, as there will be four models selected
for the learning. The opportunity here would be to present case
studies and ask students to choose a model then present to the
class why they chose that particular model. This would allow
for discussion and comparison as well as give the students an
opportunity to consider not only their point of view but also
critique, defend and consider other options.
Goals
Laureate Education (n.d.) presents examples of good and not so
good statements of learning goals. “6. Students will critically
reflect on their role as a leader in specific leadership
situations.” was presented as a good example of a learning goal
statement. Diamond (2008) stated competencies should be
described in terms that are measurable and demonstrable. My
wish as instructor would be that the students understand the
value of coaching as a useful tool in leadership. The goal for
this seminar would be: Students will be able to evaluate a
leadership situation and ascribe a coaching model for desired
results.
Relevance
Coaching is an integral part of leadership in today’s modern
business climate. Indeed coaching is far more complex than a
first glance offers. The understanding of coaching starts with
beginning the coaching dialogue, rewiring the brain, single
conversation, and understanding and selecting coaching models.
Assessment Strategies

7. Diamond (2008) stated development of assessments should
include more complex goals of your course and that data should
be collected throughout the course to include: identifying
students for remedial and exemption, determining whether the
learning outcomes are being met by measuring students
performance, determine whether students attitudes toward the
course and discipline have changed, and determine whether
overall course design, materials and procedures are efficient and
effective. Students for this seminar would be selected before
hand by superiors and go through an evaluation effectively
using a prerequisite qualification standard. Diamond (2008)
stated learning outcome statements presented to students, the
content of the course, and the questions asked on tests and
examinations must be aligned. A learning statement for the
seminar would be a great way to prepare the student for
intended outcomes. The outcome statement will be directly
related to the course content. The evaluation would be taken
from examinations of how well the students absorbed the
material either in discussion participation or tests. To determine
how students’ attitude will changes toward the subject would be
evaluated with a before and after test on basic knowledge and
value of the subject. These tests could also include questions to
determine whether design, materials, and procedures are
effective.
Rubric
Laureate Education (n.d.) Discussion board rubric provided an
excellent example for the use of evaluating discussions in the
seminar. It is presented below with some changes to reflect the
potential learning that would be provided in the proposed
seminar.Model Choice with Discussion Rubric
Quality of Work Submitted
A: Exemplary Work

8. B: Graduate-Level Work
C: Minimal Work
D: Work Submitted but Unacceptable
Contribution to the Learning Community
The student’s contribution exceeds assigned criteria and
frequently prompts further discussion of a topic.
The student takes a leadership role in discussions and actively
contributes to collaborative learning.
The student demonstrates awareness of the community’s needs.
The student’s contribution meets the assigned criteria for
contributions to the discussions.
The student interacts freely and encourages others in the
community.
The student demonstrates some awareness of the community’s
needs.
The student’s contribution is perfunctory to the posting and
response deadlines.
Occasionally, the student makes an additional comment.
The student makes minimal effort to become involved with the
community.
The student’s contribution does not meet the assigned criteria.
The student does not respond to postings until after the due
date.

9. The student does not make an effort to participate in the
community as it develops.
Initial Presentation: Critical Analysis of Issues
Demonstrates critical thinking to analyze and relate key points.
Supports content with course videos or required readings and
may use credible sources in addition to course videos or
required readings.
Relates to the assigned discussion topic with evidence of
critical thinking.
Summarizes but does not support content using information
from course videos or required readings.
Summarizes or restates discussion topic components without
evidence of higher order thinking skills.
Post is off topic.
Post has little connection to course materials.
Does not relate to the assigned Discussion topic.
Post contains no connection to course videos or required
readings.
Responses: Quality of Learning for Colleagues and Self
Provides specific, constructive, and supportive feedback to
extend colleagues’ thinking.
Encourages continued and deeper discussion.

10. Offers additional resources or experiences.
Provides specific, constructive, and supportive feedback to
colleagues.
Refers to sources from course videos or required readings.
Demonstrates evidence of personal learning as a result of
interaction with colleagues.
Provides general feedback with little or no connection to course
videos or required readings.
Demonstrates little evidence of personal learning as a result of
interaction with colleagues.
Provides agreement without substance or connection to course
videos or required reading.
Demonstrates no evidence of personal learning as a result of
interaction with colleagues.
Expression
Provides clear, concise opinions and ideas effectively written in
standard edited English.
Provides clear opinions and ideas written in standard edited
English.
Expression is unclear or interrupted by errors.
Unacceptable written expression.
Learning Activities
Fink (2013) stated the research on college teaching suggested
that students will learn and retain more learning if more active
methods of teaching and learning are used. Active learning

11. includes doing, observing, and reflection on what and how one
is learning alone and with others.
Part A will consist of lecture supported by power point. This
part will incorporate passive learning as explained in Fink
(2013). Fink stated this is an important part of learning but by
itself it is limited and limiting. Part A will also include a
questionnaire establishing students’ current understanding of
leadership and coaching. Part B will consist first part lecture
supported by power point explaining the five point process for
rewiring the brain towards more emotionally intelligent
behaviors explained in Goleman et al. (2001) followed by an
assignment that puts these concepts into practice on a personal
basis in the form of a paper. Part C will consist first of lecture
followed by role playing exercises to include a critique session
at the end of the role play for all students (participating and
observing) to offer input. Part C will be graded in two parts,
first on role playing involvement and use of material presented
then for discussion input in the critique sessions. Part D will
consist first of lecture supported by power point to explain four
coaching models: Developmental Coaching Model, The GROW
Model, The Flow Model, and The Mineral Rights Model to
include supporting references. The last portion of this part
would be case studies presented in discussion form to allow
students to consider a case and suggest a coaching model with
explanation as to why they chose a particular model then allow
critique and discussion from the class offing support or
differing viewpoints. The final piece, offered in Part D, will be
an after class questionnaire to compare responses to the initial
questionnaire taken in Part A. A final assignment paper will be
assigned as a reflection for students to compose to be discussed
with the instructor at a later date after the course has been
completed. The students will be encouraged to reach out to
other members of the seminar to discuss their reactions and
conclusions that will be included in their reflection. This will

12. give the students the opportunity to reflect alone and with
others before final reflection with the instructor.
Alignment
Part D directly aligns with the goal statement: Students will be
able to evaluate a leadership situation and ascribe a coaching
model for desired results. Understanding must first be
established before students can ascribe coaching models and
change behavior, for this reason Parts A through C will provide
foundation that will lend understanding as to how and why. The
initial (Part A) and final (Part D) questionnaire will provide
information as to how the students’ understanding grew through
the seminar along with the value they attribute to the material.
Part B that includes an evaluated assignment that applies the
knowledge presented to personal experience, Part C that
includes evaluated role playing exercises and discussion will
show how well the information was absorbed. The final
reflection allowed to be made outside and after the course along
with a follow up meeting with the instructor will provide
information that the instructor can use to determine whether the
design, materials, and procedures were effective.
Syllabus
Fink (2013) stated once the course is designed and ready to go
the information about the course needs to be communicated to
the students. This syllabus needs to contain enough information
so students can do what you want them to do along with ground
rules and policies for the course operation. Fink provided
general guidelines that include: general management
information, course goals, structure and sequence of course
activities, reference materials, grading procedures, and course
policies.
Seminar Syllabus

13. Seminar Title
Leadership through Coaching
Instructor
Bill Castro, [email protected], 434.987.6621, office address: 8
East Lakeshore Dr. Hampton, VA 23666.
Course Description
Coaching is an integral part of leadership in today’s modern
business climate. Indeed coaching is far more complex than a
first glance offers. The understanding of coaching starts with
beginning the coaching dialogue, rewiring the brain, single
conversation, and understanding and selecting coaching models.
Through this seminar the student will learn to identify where
and when a particular model would be most useful in achieving
desired results and most importantly how to apply it.
Goal
Students will be able to evaluate a leadership situation and
ascribe a coaching model for desired results.
Seminar Outline
Class 1: Beginning the Coaching Dialogue
Initial Knowledge Assessment; not graded
Lecture: Hunt and Weintraub (2011); Mentors and Coaches.
Class 2: Rewiring the Brain
Lecture: Goleman et al. (2001); The five step process to rewire
the brain toward emotionally intelligent behaviors.
Assignment: applying Goleman et al. to an attitude the student
would like to change; graded
Class 3: Single Conversations
Lecture: Flaherty (2010); Five steps to single conversation.

14. Role Play: two way behavior modification role play, coach and
coachee; graded.
Discussion: group evaluation and feedback of each role play
activity; graded.
Class 4: Understanding and Selecting Coaching Models.
Lecture: Four coaching models: Developmental Coaching
Model, The Grow Model, The Flow Model, and The Mineral
Rights Model.
Case Studies: chose which coaching model is used and assess
effectiveness in discussion format; graded.
Final Knowledge Assessment; not graded.
Take Home Assignment: Write a reflection on your learning in
the seminar within one week of completing the seminar; use
other students’ input. This reflection will be discussed with
your instructor or trainer no later than two weeks from
completion date of seminar; graded.
Required Reading
Flaherty, J. (2010). Coaching: Evoking excellence in others
(2nd ed.). Burlington, MA: Elsevier Butterworth-Heinemann.
Goleman, D., Boyatzis, R., & McKee, A. (2001). Primal
leadership: The hidden drivers of great. Harvard Business
Review, 79(11), 43-51.
Guide staffers with the GROW model. (2015). Executive
Leadership, 30(5), 4. Retrieved from
http://web.a.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfvie
wer/pdfviewer?vid=28&sid=6e8d2e93-0127-45de-86c8-
a8083ae21e6f%40sessionmgr4004&hid=4101
Hunt, J. M., & Weintraub, J. R. (2011). The coaching manager:
Developing top talent in business (2nd ed.). Thousand Oaks,
CA: Sage Publications.
McPhedran, A. (2009). Turning ideas into reality. Training

15. Journal, 63-66.
Scott, S. (2004). Fierce conversations: Achieving success at
work & in life, one conversation at a time. New York, NY: The
Berkley Publishing Group.
Grading
Submitting assignments will be assessed according to discussion
and assignment rubrics.
Quality of Work
Letter Grade
Percent Range
Exemplary
A
90%–100%
Graduate-level work
B
80%–89%
Minimal
(needs improvement)
C
70%–79%
Poor
(attempted and submitted)
Fail
D
F
60%–69%
Less than 59%
Seminar Policies
This seminar is required for advancement to the next level of
management.
Attendance is required for every class. One missed class will

16. result in failure of seminar.
On time attendance is required. Time management is of the
utmost importance to complete all requirements of each class.
Tardiness will result in significant grade reduction per
occurrence.
Assignments must be turned in on time. Late assignments will
result in significant grade reduction.
A “C” grade is required to pass the seminar.
Cheating or plagiarism will result in a fail grade.
Implementation
The implementation of the learning plan will require the
instructor to be prepared by reading all of the required reading
and familiarize themselves with the concepts to be presented.
The learning experience will allow students to become more
effective leaders using a new paradigm for leadership; not
telling/ordering subordinates but teaching and coaching them to
become more productive. The time required to complete this
seminar will be allowed within the constraints of the students
work schedule. They will be allowed time off from regular
duties to attend the seminar and allowed time at their place of
work to complete the last assignment as part of their scheduled
work day. The final discussion of the students’ reflection will
be scheduled ahead of time to allow the student and trainer
sufficient time for preparation and fulfilling the final
requirement to pass the course.
References
Diamond, R. M. (2008). Designing and assessing courses and
curricula: A practical guide (3rd ed). San Francisco, CA:
Jossey-Bass.

17. Fink, L. D. (2013). Creating significant learning experiences:
An integrated approach to designing college courses. (Rev.).
San Francisco, CA: Jossey-Bass.
Flaherty, J. (2010). Coaching: Evoking excellence in others
(2nd ed.). Burlington, MA: Elsevier Butterworth-Heinemann.
Goleman, D., Boyatzis, R., & McKee, A. (2001). Primal
leadership: The hidden drivers of great. Harvard Business
Review, 79(11), 43-51.
Hunt, J. M., & Weintraub, J. R. (2011). The coaching manager:
Developing top talent in business (2nd ed.). Thousand Oaks,
CA: Sage Publications.
Laureate Education, Inc. (Producer). (n.d.). Evaluating
statements of learning goals [Multimedia]. Retrieved from
http://mym.cdn.laureate-
media.com/2dett4d/Walden/EDUC/6757/04/mm/quiz/index.html
Laureate Education, Inc. (Producer). (n.d.). Discussion board
rubric. Retrieved from
https://class.waldenu.edu/webapps/blackboard/execute/content/b
lankPage?cmd=view&content_id=_41055418_1&course_id=_16
272835_1&mode=reset
Criminal Justice courses have specific course outcomes that
are measured through various tools and strategies such as
exams, presentations, class discussions, papers, and projects.
These tools are designed to examine the depth of learning,
modify and/or reinforce information learned and to encourage a
deeper learning of the course material. The outline below will
chronicle the assessment strategies designed for the Criminal
Justice/Law Enforcement Course that will promote an in-depth
understanding of the course and expected outcome because
effective assessment and learning arise from the classroom.

18. Learning Plan
Topic: Criminal Justice: Law Enforcement
Key characteristics of student population
· Devotion to specialized educational and physical training
· Ability to handle stress and difficult situations
· Ability to develop a set of core attributes to adapt to evolving
challenges for law enforcement
· Students must have personal traits such as honest, integrity,
ethics and tolerance
· Students must possess leadership skills and an inner sense of
right and wrong because officers are considered role models and
trusted within the community
· Students must have a calm demeanor and a well-developed
sense of ethics to succeed in criminal justice.
· Criminal justice is a physically demanding career; therefore,
students are required to have a great deal of physical strength in
order to fulfill the role of police officer because their potential
of having to run, climb, and jump to apprehend offenders.
Characteristics of the subject matter that may present special
challenges
· Students’ inability to learn the course material
· Teacher’s inability to effectively create a learning plan that is
conducive to students’ academic success
· Teacher’s inability to engage the students
· Teacher’s methods of teaching are not innovative and doesn’t
incorporate/cover today’s law enforcement issues and learning
material.
Learning Goals and Outcomes
Upon successful completion of the Criminal Justice: Law
Enforcement course students should be able to:
· Demonstrate an understanding of the nature, function, and
score of criminal justice ideas, issues and programs.
· Understand the issues and component parts of a police
organization.
· Understand criminal laws and procedures and comprehend the

19. nature and scope of the American court system.
· Evaluate situations and determine sound moral, ethical, and
legal implications.
· Produce competent, honest, well-rounded officers
Assessment Strategies Outline
I. Introduction to Law Enforcement-Week 1
a. Familiarize students with basic law enforcement terms
b. Establish foundation of law enforcement practices
c. Familiarize students with the core missions and values of law
enforcement
d. Test student’s knowledge through weekly discussion boards
and papers to determine if students understand the concept of
the basic principles of law enforcement.
II. Police Administration and Operations-Week2
a. Focuses on uniformed police operations of both patrol and
traffic
b. Discusses the principles of organization, management,
planning, and crime prevention.
III. Criminal Procedure-Week 3
a. Course emphasizes criminal procedure, including the laws of
arrest and search and seizure
b. Focuses on the rights of the accused
c. Focuses on the roles of the prosecutor, judge, jury and
defense counsel in the judicial process.
IV. Criminal Law-Week 4
a. Study of the basic elements of criminal law
b. Purpose of course is to identify and describe the various
relationships between the criminal law and the needs of society.
c. Students learn the basic principles of the criminal law in
various categories, definition of criminal offense, defenses,
standards of use.
d. Course explains the relationship of knowledge of the criminal

20. law as a vital part of professional law enforcement.
e. Course develops the thought-process of critical thinking
problem-solving in criminal law situations.
V. Topics in Criminal Justice/Law Enforcement-Week 5
a. Introduces a series of critical issues facing law enforcement
personnel.
b. Examines the diverse roles of the public police and how to
achieve effective community policing.
c. Focuses on the evolution of community policing
d. Implements community policing and communicating with a
diverse population
e. Building partnerships in the community
VI. Criminal Justice Internship-Week 6
a. Aninternship program that provides the student with field
experience with municipal, county, state, and local criminal
justice agencies.
b. Internship allows students to perform the duties of law
enforcement professionals at the staff level.
c. Students receives hands on experience in their chosen field
working with and performing the duties of criminal justice
professionals.
Course Assessments: Exercises that aids in identifying the
aspects of critical thinking through emphasis on clarity of
thought and objective evaluation to support conclusions such as
weekly discussion boards. Other effective assessments utilized
in this course will consist of written multiple choice exams and
end of course projects that will be comprised of critical thinking
scenario-based assignments and/or oral presentations.
Outcome: Upon successful completion of this course, students
should be able to:
characterize the importance of ethics and ethical decisions at all
levels and processes within the criminal justice system.
Students should be able to demonstrate an understanding of the
function, issues and ideas of the program. Students should also
be able to apply case law, criminal procedure, and custodial law

21. by analyzing fact patterns and situations, as well as analyze
critical issues in law enforcement and their impact on day to
day operations of police departments.
Criminal Justice: Law Enforcement Syllabus
Course Description: This course provides an introduction to law
enforcement practices, policies and procedures as well as its
establishment. It also focuses on the criminal justice system and
its basic components. The primary goal of this course is to
develop an in-depth understanding of the criminal justice
system as it applies to law enforcement and the primary roles
and responsibilities of law enforcement officers.
Course Objectives: Upon completion of this course students
should be able to
· define and discuss criminal behavior
· define and identify the various law enforcement agencies
· Know common law enforcement practices as well as
expectations
· know the Constitutional Rights of the people
· articulate the reason for public concern
· Understand the criminal justice system and criminal trial
process
Desired Learning Outcome:
· Each student will fully understand the practices of law
enforcement officers as well as due process
· Students will gain an understanding of the critical role police
play in today’s society as well as understand how police
departments function.
· Students will gain an understanding of how the police
departments are structured and their strategies in combating
crime.
· Students will learn how modern police departments function;
understand their structure, and their strategies used in
combating crime.

22. · Students will also get an insight on how police are hired and
also their rights as police officers.
Through thorough and strategic planning students will gain
insight and knowledge of law enforcement procedures and
operations. Class assignments and exams are designed to engage
the students and to promote “deeper learning” of the material.
As learned this semester, creating innovative ways to engage
students in the learning process motivates students to learn and
they are more susceptible to learn. It is also important to
evaluate or measure students’ learning through various
assessments. To ensure a successful learning outcome, it is
important to effectively and efficiently plan each course with
goals and a desired outcome so teachers can track students
learning process while students are engaged in the learning
process.
Criminal Justice Syllabus
Weekly Course Topics
Rationale
Week 1
Introduction to Law Enforcement
Introduce students to law enforcement operations, policies and
practices
Week 2
Police Administration and Operations
Familiarize students with the principles of organization,
management, planning, and crime prevention.
Week 3
Criminal Procedure
Emphasizes criminal procedure, including the laws of arrest and
search and seizure
Week 4
Criminal Law
Students learn the basic principles of the criminal law in
various categories, definition of criminal offense, defenses, and
standards of use.

23. Week 5
Topics in Criminal Justice/Law Enforcement
Examines the diverse roles of the public police and how to
achieve effective community policing.
Week 6
Criminal Justice Internship
An internship program that provides the student with field of
law enforcement professionals
Weekly Assessment Methods
Assignments
Total Grade Percentage
Weekly Discussion Boards
6 Discussions: 5% each
30%
Weekly Quizzes
6 Quizzes: 2% each
12%
Written/Oral Presentations:
6 Presentations: 2% each
12%
Weekly Exams
6 Exams: 3%
18%
Final Project:
28%
Total
100%

24. Students who score 90%-100% are considered to demonstrate
exceptional knowledge of the material and able to demonstrate
this knowledge through various exercises.
Students who score 71%-89% are considered to demonstrate
mediocre knowledge of the material demonstrate this knowledge
through various exercises. However, student may need more
guidance or additional learning mechanisms to become
exceptional in the course.
Students who score 71%-79% are considered to demonstrate
marginal or little knowledge of the material and may need more
instruction and better understanding of the material in order to
excel in the course.
Below 70% the student demonstrate little to no knowledge of
the material