EDU526_COURSE_GUIDE

EDU526

Preview: EDU526 : Diversity in Adult Education

Course Guide

Prerequisites

Course Description

Instructional Materials

As schools and organizations become more diverse environments, so does the need for

individuals to understand and appreciate diverse abilities, genders, sexualities, cultures and

socioeconomic statuses. Students learn theoretical approaches to diversity and apply them to

adult experiences about diversity. Best practices for designing content and environments that

appreciate and include multiple viewpoints are examined.

Required Resources

Maurianne Adams. 2016. Teaching

for

Diversity

and

Social

Justice

(3rd ed.). Routledge.

APB Speakers. September 5, 2019. Equity and Social Justice in Education.

https://www.youtube.com/watch?v=jDsf7AAGNkc

R ace Forward. May 11, 2016. #RaceAnd: Jamia Wilson. https://www.youtube.com/watch?v=4o-

qnznd10Y&list=PL4ruTyc9FHOVwmxdmpsQkGFLaqBNlTkaz&index=1

Race Forward. May 11, 2016. #RaceAnd: Lady Dane Figueroa Edidi.

https://www.youtube.com/watch?

v=FNriA5li8CU&list=PL4ruTyc9FHOVwmxdmpsQkGFLaqBNlTkaz&index=2

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

Race Forward. May 5, 2016. #RaceAnd: Sonia Guiñansaca. https://www.youtube.com/watch?

v=p4cc4LkJFjg&list=PL4ruTyc9FHOVwmxdmpsQkGFLaqBNlTkaz&index=3

Race Forward. May 5, 2016. #RaceAnd: Hye Yun Park. https://www.youtube.com/watch?

v=7OPf49u5sEU&list=PL4ruTyc9FHOVwmxdmpsQkGFLaqBNlTkaz&index=4

Race Forward. May 5, 2016. #RaceAnd: Arielle Newton. https://www.youtube.com/watch?

v=mGJ_td3ZUIU&list=PL4ruTyc9FHOVwmxdmpsQkGFLaqBNlTkaz&index=5

Race Forward. May 11, 2016. #RaceAnd: Judith LeBlanc. https://www.youtube.com/watch?

v=wZ5z9QOdDzA&list=PL4ruTyc9FHOVwmxdmpsQkGFLaqBNlTkaz&index=6

Race Forward. May 11, 2016. #RaceAnd: Sonny Singh. https://www.youtube.com/watch?

v=VD0zOrDEvAc&list=PL4ruTyc9FHOVwmxdmpsQkGFLaqBNlTkaz&index=7

Race Forward. May 5, 2016. #RaceAnd: Kay Ulanday Barrett. https://www.youtube.com/watch?

v=CSHcKFn7zZw&list=PL4ruTyc9FHOVwmxdmpsQkGFLaqBNlTkaz&index=8

Cory Collins. 2018. What Is White Privilege, Really? Recognizing White Privilege Begins With

Truly Recognizing the Term Itself.

Teaching

Tolerance, no. 60, pp. 38–41.

B. B. McFeeters. 2018. White Privilege: The Invisible Advantages & Apparent Disadvantages.

Research

Starters

Education, pp. 1–7.

Dr. Marcia Bennett. March 2, 2020. Addressing White Privilege in Higher Education.

https://www.youtube.com/watch?v=6JvQDIY2GTY

MindTools. No date. Mission Statements and Vision Statements: Unleashing the Power of

Purpose. https://www.mindtools.com/pages/article/newLDR_90.htm

MindTools. No date. SMART Goals: How to Make Your Goals Achievable.

https://www.mindtools.com/pages/article/smart-goals.htm

Misunori Misawa. 2015. Cuts and Bruises Caused by Arrows, Sticks, and Stones in Academia:

Theorizing Three Types of Racist and Homophobic Bullying in Adult and Higher Education. Adult

Learning, vol. 26, no. 1, pp. 6–13.

Matt Gamble. February 10, 2018. Classism: America's Overlooked Problem. The

Rutger's

Review. http://www.therutgersreview.com/2018/02/10/classism-americas-overlooked-problem/

Kristin Aune. April 13, 2017. How Can Universities Tackle Religious Discrimination? The

Guardian. https://www.theguardian.com/higher-education-network/2017/apr/13/how-can-

universities-tackle-religious-discrimination

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

Course Learning Outcomes

Weekly Course Schedule

Week 1 - To Do List

Learn: Read Chapters 1 and 2 in Teaching

for

Diversity

and

Social

Justice.

TED. March 15, 2016. What It's Like to Be a Muslim in America | Dalia Mogahed.

https://www.youtube.com/watch?v=wzkFoetp-_M

David Cruz. February 28, 2017. Lawmakers Hear About Impact of Food Insecurity on College

Campuses. PBS. http://www.pbs.org/wnet/chasing-the-dream/stories/lawmakers-hear-impact-

food-insecurity-college-campuses/

Paul C. Gorski. 2013. Case Studies on Diversity and Social Justice Education. Rutledge.

Christa S. Bialka. 2017. Fortifying the Foundation: Tools for Addressing Disability Within the

Multicultural Classroom. Multicultural Perspectives, vol. 19, no. 3, pp. 172–177.

Alex Kumi-Yebaoh. 2019. Cultural Diversity in Online Learning: Perceptions of Minority Graduate

Students [PDF]. Care

and

Culturally

Responsive

Pedagogy

Online

Settings. IGI Global.

Helen Ritchie. 2016. The Foundations of Training, Segment 4: Creating a Learning Objective.

SAGE Publications.

Propose goals and best practices that support an organization's diversity

mission.

Evaluate a case study on gender issues.

Develop a diversity curriculum using a multicultural curriculum design.

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

Week 1 - To Do List

Learn: View the multimedia resource.

Discuss: Introduce yourself and complete the discussion, A Socially Just Society.

Week 2 - To Do List

Learn: Read Chapter 3 in Teaching

for

Diversity

and

Social

Justice.

Learn: View the multimedia resources.

Discuss: Complete the discussion, Expressing Yourself.

Week 3 - To Do List

Learn: Read Chapter 4 in Teaching

for

Diversity

and

Social

Justice.

Learn: View the multimedia resource.

Discuss: Complete the discussion, #RaceAnd.

Assignment: Complete the assignment, Learning Activity: Research a Diverse Adult Learning

Organization.

Week 4 - To Do List

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

Week 4 - To Do List

Learn: Read Chapter 5 in Teaching

for

Diversity

and

Social

Justice.

Learn: Read the Strayer University Online Library articles.

Learn: View the multimedia resource.

Discuss: Complete the discussion, Tell Me More.

Assignment: Complete the assignment, Multicultural Organization Development.

Week 5 - To Do List

Learn: Read Chapter 6 in Teaching

for

Diversity

and

Social

Justice.

Learn: Read the Strayer University Online Library article.

Learn: View the multimedia resource.

Discuss: Complete the discussion, Allyship.

Assignment: Complete the assignment, Learning Activity: Implicit Gender Bias.

Week 6 - To Do List

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

Week 6 - To Do List

Learn: Read Chapters 7 and 8 in

Teaching

for

Diversity

and

Social

Justice.

Learn: Read the Internet articles.

Learn: View the multimedia resource.

Discuss: Complete the discussion, Classism on College Campuses.

Assignment: Complete the assignment, Case Study: Gender Stereotypes in the Classroom.

Week 7 - To Do List

Learn: Read Chapters 9 and 10 in Teaching

for

Diversity

and

Social

Justice.

Learn: Read the Strayer University Online Library article.

Learn: View the multimedia resources.

Discuss: Complete the discussion, Ableism in Your Profession.

Assignment: Complete the assignment, Learning Activity: Multicultural Lesson Plan.

Week 8 - To Do List

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

Week 8 - To Do List

Learn: Read Chapter 11 in Teaching

for

Diversity

and

Social

Justice.

Learn: Read the white paper.

Learn: View the multimedia resource.

Discuss: Complete the discussion, Cultural Diversity in Online Learning.

Assignment: Complete the assignment, Multicultural Curriculum Design - First Draft.

Week 9 - To Do List

Learn: Read Chapter 12 in Teaching

for

Diversity

and

Social

Justice.

Learn: View the multimedia resource.

Discuss: Complete the discussion, Self-Assessment.

Week 10 - To Do List

Learn: View the multimedia resources.

Discuss: Complete the discussion, Promoting Social Justice in Your Field.

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

Week 10 - To Do List

Assignment: Complete the assignment, Multicultural Curriculum Design - Final Version.

Week 11 - To Do List

Discuss: Complete the discussion, Course Reflection.

Grading Scale

Participation Total

Points

% of

Grade

Discussion Participation 220 22%

Assignment Total

Points

% of

Grade

Week 3 Assignment - Learning Activity: Research a Diverse Adult

Learning Organization

70 7%

Week 4 Assignment - Multicultural Organization Development 120 12%

Week 5 Assignment - Learning Activity: Implicit Gender Bias 70 7%

Week 6 Assignment - Case Study: Gender Stereotypes in the

Classroom

120 12%

Week 7 Assignment - Learning Activity: Multicultural Lesson Plan 90 9%

Week 8 Assignment - Multicultural Curriculum Design - First Draft 120 12%

Week 10 Assignment - Multicultural Curriculum Design - Final Version 190 19%

Totals 1000 100%

Final Course Grade

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

Points Percentage GradePoints Percentage Grade

900 - 1000 90% - 100% A

800 - 899 80% - 89% B

700 - 799 70% - 79% C

0 - 699 69% and below F

Unique Course Features

Grading Scale Notation

Please consult the University Catalog and your academic advisor to determine the final grade

needed in this class to satisfy your specific degree conferral requirements.

Assignments

Week 3 Assignment - Learning Activity: Research a Diverse Adult Learning Organization

Summary

Click the linked activity title to access this assignment.

Text

This learning activity will serve as preparation for your first assignment, Multicultural Organization

Development. For the assignment, you will be asked to develop a mission statement for a higher

education, post-secondary education, or a corporate learning environment. In this activity, you will

identify a learning organization that fits one of the categories and research specific information

about the organization that will assist you in writing your paper for your first assignment.

You will need to identify the following:

The name of the organization chosen.

Number of employees.

Number of students (if a higher education or post-secondary education institution).

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

Demographics.

You will complete the Diverse Adult Learning Organization Template [DOCX] provided with this

information and submit the completed template in order to earn credit for this assignment.

Scoring Guide

Complete the provided template, including

broad information on the demographics of the

chosen organization. 100 %

Unacceptable (Below

70%)

Template is only

partially filled

out/missing

information.

Needs Improvement

(70-79%)

Template lacks

information and

details, especially in

the demographics of

the chosen

organization.

Competent (80-89%)

Template provided is

filled out completely

and includes broad

information on the

demographics of the

chosen organization.

Exemplary (90-100%)

Template provided is

filled out completely

and includes

thorough and

detailed information

on the demographics

of the chosen

organization.

Week 4 Assignment - Multicultural Organization Development

Summary

Click the linked activity title to access this assignment.

Text

As an employee of a higher education, post-secondary education, or a corporate learning

environment (identified in the learning activity, Research a Diverse Adult Learning Organization)

you have just been identified as the Senior Diversity Officer. This is a new position which was

developed as a result of the organization's deficiency in diversity and multiculturalism in virtually

every facet of the organization's operations.

In your new role, your primary responsibility is to promote and implement diversity in the overall

organization and, most importantly, in the educational aspects.

You will write a 3–5 page paper in which you:

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

1. Develop a mission statement for your organization’s diversity office. For more information on

how to develop a mission statement, read the MindTools article, Mission Statements and

Vision Statements: Unleashing the Power of Purpose.

2. Determine how and why this mission statement is significant for future diversity implementation

at your organization.

3. Prepare a minimum of five measurable goals that will be implemented throughout the

organization's structure.

Provide a rationale for each goal and determine how each goal will impact the future

of diversity at your organization.

Indicate the method you will use to measure progress on each goal and how you will

identify when each goal has been accomplished.

For more information on SMART goals and how to create them, read the MindTools

article, SMART Goals: How to Make Your Goals Achievable.

4. From academic resources, choose one best practice which would also be beneficial to your

institution. Explain how the best practice you chose aligns with your mission statement and

goals.

5. Use at least four quality academic resources written within the past five years. Note: Wikipedia

and other similar websites do not qualify as academic resources. Use the Strayer University

Online Library to identify these sources.

6. Format your assignment according to the following formatting requirements:

Typed, double spaced, using Times New Roman font (size 12), with one-inch

margins on all sides.

Include a cover page containing the title of the assignment, the student's name, the

professor's name, the course title, and the date. The cover page is not included in

the required page length.

Include a reference page. Citations and references must follow SWS format. The

reference page is not included in the required page length.

The specific course learning outcome associated with this assignment is:

Propose goals and best practices that support an organization's diversity mission.

Scoring Guide

Develop a mission statement for your college’s

diversity office. 20 %

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

Unacceptable (Below

70%)

Did not submit or

incompletely

developed a mission

statement for your

college’s diversity

office.

Needs Improvement

(70-79%)

Partially developed a

mission statement for

your college’s

diversity office.

Competent (80-89%)

Satisfactorily

developed a mission

statement for your

college’s diversity

office.

Exemplary (90-100%)

Thoroughly

developed a mission

statement for your

college’s diversity

office.

Determine how and why this mission statement

is significant for future diversity implementation

at your institution. 20 %

Unacceptable (Below

70%)

Did not submit or

incompletely

determined how and

why this mission

statement is

significant for future

diversity

implementation at

your institution.

Needs Improvement

(70-79%)

Partially determined

how and why this

mission statement is

significant for future

diversity

implementation at

your institution.

Competent (80-89%)

Satisfactorily

determined how and

why this mission

statement is

significant for future

diversity

implementation at

your institution.

Exemplary (90-100%)

Thoroughly

determined how and

why this mission

statement is

significant for future

diversity

implementation at

your institution.

Prepare a minimum of five measurable goals

that will be implemented throughout the

University structure. Provide a rationale for each

goal and determine how each goal will impact

the future of diversity at your college. Indicate

the method you will use to measure progress on

each goal and how you will identify when each

goal has been accomplished. 20 %

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

Unacceptable (Below

70%)

Did not submit or

incompletely

prepared a minimum

of five measurable

goals that will be

implemented

throughout the

University structure.

Did not submit or

incompletely

provided a rationale

for each goal and

determine how each

goal will impact the

future of diversity at

your college. Did not

submit or

incompletely

indicated the method

you will use to

measure progress on

each goal and how

you will identify when

each goal has been

accomplished.

Needs Improvement

(70-79%)

Partially prepared a

minimum of five

measurable goals

that will be

implemented

throughout the

University structure.

Partially provided a

rationale for each

goal and determine

how each goal will

impact the future of

diversity at your

college. Partially

indicated the method

you will use to

measure progress on

each goal and how

you will identify when

each goal has been

accomplished.

Competent (80-89%)

Satisfactorily

prepared a minimum

of five measurable

goals that will be

implemented

throughout the

University structure.

Satisfactorily

provided a rationale

for each goal and

determine how each

goal will impact the

future of diversity at

your college.

Satisfactorily

indicated the method

you will use to

measure progress on

each goal and how

you will identify when

each goal has been

accomplished.

Exemplary (90-100%)

Thoroughly prepared

a minimum of five

measurable goals

that will be

implemented

throughout the

University structure.

Thoroughly provided

a rationale for each

goal and determine

how each goal will

impact the future of

diversity at your

college. Thoroughly

indicated the method

you will use to

measure progress on

each goal and how

you will identify when

each goal has been

accomplished.

From academic resources, choose one best

practices that would also be beneficial to your

organization. Explain how the best practice you

chose aligns with your mission statement and

goals. 15 %

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

Unacceptable (Below

70%)

Did not submit or

incompletely chose

one best practice that

one of the highlighted

universities followed

which would also be

beneficial to your

institution. Did not

submit or

incompletely

explained how the

best practice you

chose aligns with

your mission

statement and goals.

Needs Improvement

(70-79%)

Partially chose one

best practice that one

of the highlighted

universities followed

which would also be

beneficial to your

institution.

Insufficiently

explained how the

best practice you

chose aligns with

your mission

statement and goals.

Competent (80-89%)

Satisfactorily chose

one best practice that

one of the highlighted

universities followed

which would also be

beneficial to your

institution.

Satisfactorily

explained how the

best practice you

chose aligns with

your mission

statement and goals.

Exemplary (90-100%)

Thoroughly chose

one best practice that

one of the highlighted

universities followed

which would also be

beneficial to your

institution.

Thoroughly explained

how the best practice

you chose aligns with

your mission

statement and goals.

Use at least four peer-reviewed academic

resources in this assignment. 5 %

Unacceptable (Below

70%)

No references

provided.

Needs Improvement

(70-79%)

Does not meet the

required number of

references; some or

all references poor

quality choices.

Competent (80-89%)

Meets the number of

required references;

most references high

quality choices.

Exemplary (90-100%)

Meets the number of

required references;

all references high

quality choices.

Writing Mechanics, Grammar, and Formatting. 5

Unacceptable (Below

70%)

Serious and

persistent errors in

grammar, spelling,

punctuation, or

formatting.

Needs Improvement

(70-79%)

Partially free of errors

in grammar, spelling,

punctuation, or

formatting.

Competent (80-89%)

Mostly free of errors

in grammar, spelling,

punctuation, or

formatting.

Exemplary (90-100%)

Error-free or almost

error-free grammar,

spelling, punctuation,

or formatting.

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

Appropriate use of SWS in-text citations and

reference section. 5 %

Unacceptable (Below

70%)

Lack of in-text

citations and/or lack

of reference section.

Needs Improvement

(70-79%)

In-text citations and

references are

provided, but they are

only partially

formatted correctly in

SWS style.

Competent (80-89%)

Most in-text citations

and references are

provided, and they

are generally

formatted correctly in

SWS style.

Exemplary (90-100%)

In-text citations and

references are error-

free or almost error-

free and consistently

formatted correctly in

SWS style.

Information Literacy / Integration of Sources. 5

Unacceptable (Below

70%)

Serious errors in the

integration of

sources, such as

intentional or

accidental plagiarism,

or failure to use in-

text citations.

Needs Improvement

(70-79%)

Sources are partially

integrated using

effective techniques

of quoting,

paraphrasing, and

summarizing.

Competent (80-89%)

Sources are mostly

integrated using

effective techniques

of quoting,

paraphrasing, and

summarizing.

Exemplary (90-100%)

Sources are

consistently

integrated using

effective techniques

of quoting,

paraphrasing, and

summarizing.

Clarity and Coherence of Writing. 5 %

Unacceptable (Below

70%)

Information is

confusing to the

reader and fails to

include reasons and

evidence that

logically support

ideas.

Needs Improvement

(70-79%)

Information is

partially clear with

minimal reasons and

evidence that

logically support

ideas.

Competent (80-89%)

Information is mostly

clear and generally

supported with

reasons and

evidence that

logically support

ideas.

Exemplary (90-100%)

Information is

provided in a clear,

coherent, and

consistent manner

with reasons and

evidence that

logically support

ideas.

Week 5 Assignment - Learning Activity: Implicit Gender Bias

Summary

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

Click the linked activity title to access this assignment.

Text

A Google search of gender bias will reveal an endless number of articles, research papers,

statements, and so on related to the ongoing gender biases that occur in both educational

institutions and in the workplace. While this course is focused on adult education, gender bias

exists everywhere.

The goal of this learning activity is to help you consider gender biases, particularly the ones that

are implicit—meaning you likely don’t know even know you have them.

Identifying gender bias or potential gender bias is an important part of both preventing and

addressing gender bias when you facilitate learning. This activity should also be helpful as you

work on your second assignment, Case Study on Gender Issues.

1. Create a one-page paper that identifies and describes a minimum of two types of gender

biases.

2. Identify one that you have witnessed or experienced.

3. Explain how such bias may affect learning and academic performance.

Format your assignment according to the following formatting requirements:

Typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all

sides.

Include a cover page containing the title of the assignment, the student's name, the

professor's name, the course title, and the date. The cover page is not included in the

required page length.

Include a reference page. Citations and references must follow SWS format. The reference

page is not included in the required page length.

Scoring Guide

Create a one-page paper that identifies and

describes a minimum of two types of gender

biases; identify one that you have witnessed or

experienced; and explain how such bias may

affect learning and academic performance. 100

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

Unacceptable (0%)

No submission or the

gender bias topic was

not addressed.

Needs Improvement

(75%)

The one-page

response minimally

described or

identified gender

bias. Attempted to

provide an example

of an event

experienced or

witnessed that was

not clearly related to

gender bias. Made

minimal application to

learning or academic

performance.

Competent (85%)

The one-page

response provided an

adequately

developed response

that misses fully

identifying or

describing gender

biases. Included

some details of

gender bias event

experienced or

witnessed. Made

adequate application

to learning and

academic

performance.

Exemplary (100%)

The one-page

response provided a

thoroughly developed

response. Gender

biases were identified

and described.

Included a thorough

description of an of

an event witnessed

or experienced.

Thoroughly made

application to

learning and

academic

performance.

Week 6 Assignment - Case Study: Gender Stereotypes in the Classroom

Summary

Click the linked activity title to access this assignment.

Text

Note: The case study used for this assignment was based on an existing case within Gorski and

Pothini's 2013 Case Studies on Diversity and Social Justice Education (1st ed.). The case study

was modified slightly for the purposes of this assignment.

Case Study

Professor Matthews, a first-year instructor at a public state university, walked into his mentor Dr.

Williams’ classroom, excited to observe him teaching his science course. Mr. Matthews had a lot

of respect for Mr. Williams as an instructor and was looking forward to seeing effective classroom

techniques in action. Mr. Williams, a 15-year teaching veteran, was well liked and respected by his

students and colleagues. In fact, the College Dean recommended that Mr. Matthews observe Mr.

Williams for an hour, honing in on how he engaged students and fostered high levels of

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

participation. As the students filed in, Mr. Matthews found a desk in the back of the room and

prepared to take notes.

As his students settled into their seats, Mr. Williams enthusiastically called out “Good evening,

ladies and gentlemen! I want to remind you that the midterm exam is tomorrow.” Following a brief

overview of the study materials in their text and class notes, Mr. Williams asked if the students

wanted to play a review game. Of course, the adult students agreed, as they knew Mr. Williams

always offered something exciting and engaging for students.

“First, we need to split ourselves into two teams”, Mr. Williams explained before asking the class

how they wanted to divide themselves. As the students discussed options, Mr. Williams walked to

the back of the room and said to Mr. Matthews, “Adult learners like having a certain level of control

over their learning.”

Several students suggested that they form teams by gender. This “males versus females”

suggestion elicited enthusiastic support from many of the classmates. Mr. Williams sent the men

to one side of the classroom and the woman to the other side of the classroom, and proceeded to

ask each team a question while keeping count of correct responses.

After ten minutes, the team of women was far ahead of the team of men, leading a couple of men

to joke that they are “letting the women win so that they don’t get mad.” A couple of women

responded by reminding their male counterparts that the women won the previous two games as

well. Following several minutes of the teams mocking each other, Mr. Williams attempted to

refocus the class by jokingly saying, “Alright guys, listen up. If you don’t stop fighting, I’m going to

prepare a new seating arrangement that will alternate male and female students, which clearly

would make you unhappy and you would feel like children rather than adults. Let’s focus!” Both

teams refocused on the game.

After class, as students left the room, Mr. Matthews heard several male and female students

laughing and making disparaging remarks to one another, arguing about which gender was most

intelligent and debating society’s reflection on men versus women’s rights and privileges. Mr.

Williams approached Mr. Matthews and warmly said “That’s how it’s done! The students love the

competition and don’t even realize how much science they’re learning in the process.”

He then looked down at Mr. Matthews’ notes, and noticed that he had written and circled “gender

stereotypes” in his notebook. “Whoa! That’s what you are focusing on?” Mr. Williams asked,

sounding offended. “Males versus females: that’s what the students love to do. It’s an exciting way

to facilitate the learning process.” He then counseled Mr. Matthews, “You’re still new at this and

will learn soon enough that as long as the students are engaged and learning, that other stuff

doesn’t matter.”

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

With that, Mr. Williams walked back to his desk as Mr. Matthews sat speechless, wondering

whether he had been too sensitive.

Instructions

From the case study, write a 3–5 page paper in which you:

1. Expand on at least two of the dynamics that Mr. Matthews observed while sitting in on Mr.

Williams’ class that might have raised his concerns about the use of gender stereotypes.

2. Take a position on whether Mr. Matthew’s concerns about the use of gender stereotypes were

founded. Provide a rationale for your position.

3. Explain the main ways in which transgender students and/or students who do not identify with a

gender would be impacted by the "male versus female" activities that often take place in this

classroom.

4. Suggest at least one other option Mr. Williams could use for splitting the students into teams.

5. Give your own constructive feedback to Mr. Williams regarding his roles as an instructor to his

students and a mentor to Mr. Matthews.

6. Use at least four quality academic resources written within the past five years. Note: Wikipedia

and other similar websites do not qualify as academic resources.

7. Format your assignment according to the following formatting requirements:

Typed, double spaced, using Times New Roman font (size 12), with one-inch

margins on all sides.

Include a cover page containing the title of the assignment, the student's name, the

professor's name, the course title, and the date. The cover page is not included in

the required page length.

Include a reference page. Citations and references must follow SWS format. The

reference page is not included in the required page length.

The specific course learning outcome associated with this assignment is:

Evaluate a case study on gender issues.

Scoring Guide

Expand on at least two of the dynamics that Mr.

Matthews observed while sitting in on Mr.

Williams’ class that might have raised his

concerns about the use of gender stereotypes.

15 %

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

Unacceptable (Below

70%)

Did not submit or

incompletely

expanded on at least

two of the dynamics

that Mr. Matthews

observed while sitting

in on Mr. Williams’

class that might have

raised his concerns

about the use of

gender stereotypes.

Needs Improvement

(70-79%)

Partially expanded on

at least two of the

dynamics that Mr.

Matthews observed

while sitting in on Mr.

Williams’ class that

might have raised his

concerns about the

use of gender

stereotypes.

Competent (80-89%)

Satisfactorily

expanded on at least

two of the dynamics

that Mr. Matthews

observed while sitting

in on Mr. Williams’

class that might have

raised his concerns

about the use of

gender stereotypes.

Exemplary (90-100%)

Thoroughly

expanded on at least

two of the dynamics

that Mr. Matthews

observed while sitting

in on Mr. Williams’

class that might have

raised his concerns

about the use of

gender stereotypes.

Take a position on whether Mr. Matthew’s

concerns about the use of gender stereotypes

were founded. Provide a rationale for your

position. 15 %

Unacceptable (Below

70%)

Did not submit or

incompletely took a

position on whether

Mr. Matthew’s

concerns about the

use of gender

stereotypes were

founded. Did not

submit or

incompletely

provided a rationale

for your position.

Needs Improvement

(70-79%)

Partially took a

position on whether

Mr. Matthew’s

concerns about the

use of gender

stereotypes were

founded. Partially

provided a rationale

for your position.

Competent (80-89%)

Satisfactorily took a

position on whether

Mr. Matthew’s

concerns about the

use of gender

stereotypes were

founded.

Satisfactorily

provided a rationale

for your position.

Exemplary (90-100%)

Thoroughly took a

position on whether

Mr. Matthew’s

concerns about the

use of gender

stereotypes were

founded. Thoroughly

provided a rationale

for your position.

Explain the main ways in which you feel

transgender students and/or students who do

not identify with a gender would be impacted by

the "male versus female" activities that often

take place in this classroom. 15 %

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

Unacceptable (Below

70%)

Did not submit or

incompletely

explained the main

ways in which you

feel transgender

students and/or

students who do not

identify with a gender

would be impacted by

the "male versus

female" activities that

often take place in

this classroom.

Needs Improvement

(70-79%)

Partially explained

the main ways in

which you feel

transgender students

and/or students who

do not identify with a

gender would be

impacted by the

"male versus female"

activities that often

take place in this

classroom.

Competent (80-89%)

Satisfactorily

explained the main

ways in which you

feel transgender

students and/or

students who do not

identify with a gender

would be impacted by

the "male versus

female" activities that

often take place in

this classroom.

Exemplary (90-100%)

Thoroughly explained

the main ways in

which you feel

transgender students

and/or students who

do not identify with a

gender would be

impacted by the

"male versus female"

activities that often

take place in this

classroom.

Suggest at least one other option Mr. Williams

could use for splitting the students into teams.

15 %

Unacceptable (Below

70%)

Did not submit or

incompletely

suggested at least

one other option Mr.

Williams could use

for splitting the

students into teams.

Needs Improvement

(70-79%)

Partially suggested at

least one other option

Mr. Williams could

use for splitting the

students into teams.

Competent (80-89%)

Satisfactorily

suggested at least

one other option Mr.

Williams could use

for splitting the

students into teams.

Exemplary (90-100%)

Thoroughly

suggested at least

one other option Mr.

Williams could use

for splitting the

students into teams.

Give your own constructive feedback to Mr.

Williams regarding his roles as an instructor to

his students and a mentor to Mr. Matthews. 15 %

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

Unacceptable (Below

70%)

Did not submit or

incompletely gave

your own

constructive

feedback to Mr.

Williams regarding

his roles as an

instructor to his

students and a

mentor to Mr.

Matthews.

Needs Improvement

(70-79%)

Partially gave your

own constructive

feedback to Mr.

Williams regarding

his roles as an

instructor to his

students and a

mentor to Mr.

Matthews.

Competent (80-89%)

Satisfactorily gave

your own

constructive

feedback to Mr.

Williams regarding

his roles as an

instructor to his

students and a

mentor to Mr.

Matthews.

Exemplary (90-100%)

Thoroughly gave

your own

constructive

feedback to Mr.

Williams regarding

his roles as an

instructor to his

students and a

mentor to Mr.

Matthews.

Use at least four peer-reviewed academic

resources in this assignment. 5 %

Unacceptable (Below

70%)

No references

provided.

Needs Improvement

(70-79%)

Does not meet the

required number of

references; some or

all references are

poor quality choices.

Competent (80-89%)

Meets the number of

required references;

most references are

high quality choices.

Exemplary (90-100%)

Meets the number of

required references;

all references are

high quality choices.

Writing Mechanics, Grammar, and Formatting. 5

Unacceptable (Below

70%)

Serious and

persistent errors in

grammar, spelling,

punctuation, or

formatting.

Needs Improvement

(70-79%)

Partially free of errors

in grammar, spelling,

punctuation, or

formatting.

Competent (80-89%)

Mostly free of errors

in grammar, spelling,

punctuation, or

formatting.

Exemplary (90-100%)

Error-free or almost

error-free grammar,

spelling, punctuation,

or formatting.

Appropriate use of SWS in-text citations and

reference section. 5 %

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

Unacceptable (Below

70%)

Lack of in-text

citations and/or lack

of reference section.

Needs Improvement

(70-79%)

In-text citations and

references are

provided, but they are

only partially

formatted correctly in

SWS style.

Competent (80-89%)

Most in-text citations

and references are

provided, and they

are generally

formatted correctly in

SWS style.

Exemplary (90-100%)

In-text citations and

references are error-

free or almost error-

free and consistently

formatted correctly in

SWS style.

Information Literacy / Integration of Sources. 5

Unacceptable (Below

70%)

Serious errors in the

integration of

sources, such as

intentional or

accidental plagiarism,

or failure to use in-

text citations.

Needs Improvement

(70-79%)

Sources are partially

integrated using

effective techniques

of quoting,

paraphrasing, and

summarizing.

Competent (80-89%)

Sources are mostly

integrated using

effective techniques

of quoting,

paraphrasing, and

summarizing.

Exemplary (90-100%)

Sources are

consistently

integrated using

effective techniques

of quoting,

paraphrasing, and

summarizing.

Clarity and Coherence of Writing. 5 %

Unacceptable (Below

70%)

Information is

confusing to the

reader and fails to

include reasons and

evidence that

logically support

ideas.

Needs Improvement

(70-79%)

Information is

partially clear with

minimal reasons and

evidence that

logically support

ideas.

Competent (80-89%)

Information is mostly

clear and generally

supported with

reasons and

evidence that

logically support

ideas.

Exemplary (90-100%)

Information is

provided in a clear,

coherent, and

consistent manner

with reasons and

evidence that

logically support

ideas.

Week 7 Assignment - Learning Activity: Multicultural Lesson Plan

Summary

Click the linked activity title to access this assignment.

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

Text

This learning activity will help prepare you for your third and fourth assignments, Multicultural

Curriculum Design - First Draft and Multicultural Curriculum Design - Final Version. You will

provide a sample of what is to come in your curriculum design by creating a single multicultural

lesson plan.

Chapters 5–10 of the textbook discuss various multicultural curriculum designs. You will choose a

topic for your curriculum from the following list:

Racism and White Privilege.

Racism.

Immigration and Globalization.

Sexism.

Heterosexism.

Transgender Oppression.

Religious Oppression.

Anti-Semitism / Anti-Jewish Oppression.

Classism.

Ableism.

Ageism and Adultism.

The topic you choose will be the same topic you use to create your curriculum for the remaining

assignments.

After choosing your topic, you will create a lesson plan within your curriculum focusing on some

aspect of your chosen curriculum topic. You will use the provided Lesson Plan Template [DOCX]

and identify 2–3 outside resources (in addition to the textbook) to use in your lesson plan. These

resources should be quality academic resources written within the past five years.

Scoring Guide

Lesson Plan Template. 80 %

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

Unacceptable (Below

70%)

The template is

incomplete and/or the

information within the

template is not clear

enough to relay what

will occur in the

lesson.

Needs Improvement

(70-79%)

The template is

mostly filled out but

lacks clarity and/or

specificity within the

rows.

Competent (80-89%)

The template is

completely filled out

and includes learning

outcomes,

learning/teaching

activities, any

materials required,

and planned follow

up.

Exemplary (90-100%)

The template is

completely filled out

and includes learning

outcomes,

learning/teaching

activities, any

materials required,

and planned follow

up. All information is

both clear and

specific. Each row

contains detailed

information on that

item.

Resources. 20 %

Unacceptable (Below

70%)

No outside resources

are used or

resources are not

quality and are dated.

Needs Improvement

(70-79%)

Fewer than two

resources are used

or the resources are

not quality or

academic in nature

and/or were

published more than

seven years ago.

Competent (80-89%)

2–3 quality resources

are used that were

published within the

past seven years.

Exemplary (90-100%)

2–3 resources are

used that are quality

and academic in

nature and were

published within the

past five years.

Week 8 Assignment - Multicultural Curriculum Design - First Draft

Summary

Click the linked activity title to access this assignment.

Text

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

In the learning activity, Multicultural Lesson Plan, you identified a topic and created a lesson plan.

For this assignment, you will now develop your own diversity curriculum and implement theories,

strategies, ideas, and best practices. As a result, adult students from various diverse backgrounds

should feel comfortable in the learning environment you provide.

The curriculum you develop should be designed specifically for a higher education, post-

secondary education, or a corporate learning environment you currently work in or hope to work in

some day.

Write a 3–5 page paper in which you:

1. Create a course name and description for your chosen curriculum.

2. Develop a minimum of five course learning outcomes for your chosen curriculum.

For more information on how write learning outcomes, watch The Foundations of

Training, Segment 4: Creating a Learning Objective.

3. Create a schedule that tells how long the curriculum will last and how many lessons/meetings

there will be.

4. Identify any resources needed for the curriculum.

5. Provide titles and descriptions of each of the lessons/meetings. (Keep in mind that one of these

lessons you already developed in the learning activity.)

6. Use at least four quality academic resources written within the past five years. Note: For this

assignment, you may use videos you choose for class activities as resources. Wikipedia and

other similar websites do not qualify as academic resources.

7. Format your assignment according to the following formatting requirements:

Typed, double spaced, using Times New Roman font (size 12), with one-inch

margins on all sides.

Include a cover page containing the title of the assignment, the student's name, the

professor's name, the course title, and the date. The cover page is not included in

the required page length.

Include a reference page. Citations and references must follow SWS format. The

reference page is not included in the required page length.

The specific course learning outcome associated with this assignment is:

Develop a diversity curriculum using a multicultural curriculum design.

Scoring Guide

Create a course name and description for your

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

chosen curriculum. 15 %

Unacceptable (Below

70%)

Did not submit or

incompletely created

a course name and

description.

Needs Improvement

(70-79%)

Partially created a

course name and

description.

Competent (80-89%)

Satisfactorily created

a course name and

description.

Exemplary (90-100%)

Thoroughly created a

course name and

description.

Develop a minimum of five course learning

outcomes for your chosen curriculum. 20 %

Unacceptable (Below

70%)

Did not submit or

incompletely

developed a

minimum of five

course learning

outcomes.

Needs Improvement

(70-79%)

Partially developed a

minimum of five

course learning

outcomes.

Competent (80-89%)

Satisfactorily

developed a

minimum of five

course learning

outcomes.

Exemplary (90-100%)

Thoroughly

developed a

minimum of five

course learning

outcomes.

Create a schedule that tells how long the

curriculum will last and how many

lessons/meetings there will be. 20 %

Unacceptable (Below

70%)

No schedule created.

Needs Improvement

(70-79%)

Simple schedule

created that indicates

how many

lessons/meetings

there will be.

Competent (80-89%)

High-level schedule

created that indicates

how long the

curriculum will last

including many

lessons/meeting

there will be.

Exemplary (90-100%)

Detailed schedule

created that indicates

how long the

curriculum will last

including many

lessons/meeting

there will be. Lesson

titles and descriptions

are placed in the

schedule indicating

when each lesson will

occur within the

curriculum.

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

Identify any resources needed for the

curriculum. 5 %

Unacceptable (Below

70%)

No supplies, tools,

materials, etc. are

identified or an

incomplete list is

provided with no

indication of their

purpose.

Needs Improvement

(70-79%)

Some supplies, tools,

materials, etc. that

may be needed for

the curriculum are

outlined but their

purpose in the

curriculum may not

be clear.

Competent (80-89%)

Most supplies, tools,

materials, etc. that

may be needed for

the curriculum are

outlined with some

indication of their

purpose in the

curriculum.

Exemplary (90-100%)

Any and all supplies,

tools, materials, etc.

that may be needed

for the curriculum are

clearly outlined with

some indication of

their purpose in the

curriculum.

Provide titles and descriptions of each of the

lessons/meetings. 15 %

Unacceptable (Below

70%)

No titles and/or no

descriptions provided

for the

lessons/meetings

that will occur in the

curriculum.

Needs Improvement

(70-79%)

Provides vague titles

and very little

description of each of

the lessons/meetings

that will occur in the

curriculum, or not all

lessons/meetings

have a title and

description attributed

to them.

Competent (80-89%)

Provides simple titles

and a basic

description of each of

the lessons/meetings

that will occur in the

curriculum.

Exemplary (90-100%)

Provides clear and

relevant titles along

with a detailed

description of each of

the lessons/meetings

that will occur in the

curriculum.

Use at least four quality academic resources

written or posted within the past five years. 5 %

Unacceptable (Below

70%)

No references are

provided.

Needs Improvement

(70-79%)

Does not meet the

required number of

references; some or

all references are

poor quality choices.

Competent (80-89%)

Meets the number of

required references;

most references are

high quality choices.

Exemplary (90-100%)

Meets the number of

required references;

all references are

high quality choices.

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

Writing Mechanics, Grammar, and Formatting. 5

Unacceptable (Below

70%)

Serious and

persistent errors in

grammar, spelling,

punctuation, or

formatting.

Needs Improvement

(70-79%)

Partially free of errors

in grammar, spelling,

punctuation, or

formatting.

Competent (80-89%)

Mostly free of errors

in grammar, spelling,

punctuation, or

formatting.

Exemplary (90-100%)

Error-free or almost

error-free grammar,

spelling, punctuation,

or formatting.

Appropriate use of SWS in-text citations and

reference section. 5 %

Unacceptable (Below

70%)

Lack of in-text

citations and/or lack

of reference section.

Needs Improvement

(70-79%)

In-text citations and

references are

provided, but they are

only partially

formatted correctly in

SWS style.

Competent (80-89%)

Most in-text citations

and references are

provided, and they

are generally

formatted correctly in

SWS style.

Exemplary (90-100%)

In-text citations and

references are error-

free or almost error-

free and are

consistently

formatted correctly in

SWS style.

Information Literacy/Integration of Sources. 5 %

Unacceptable (Below

70%)

Serious errors in the

integration of

sources, such as

intentional or

accidental plagiarism,

or failure to use in-

text citations.

Needs Improvement

(70-79%)

Sources are partially

integrated using

effective techniques

of quoting,

paraphrasing, and

summarizing.

Competent (80-89%)

Sources are mostly

integrated using

effective techniques

of quoting,

paraphrasing, and

summarizing.

Exemplary (90-100%)

Sources are

consistently

integrated using

effective techniques

of quoting,

paraphrasing, and

summarizing.

Clarity and Coherence of Writing. 5 %

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

Unacceptable (Below

70%)

Information is

confusing to the

reader and fails to

include reasons and

evidence that

logically support

ideas.

Needs Improvement

(70-79%)

Information is

partially clear with

minimal reasons and

evidence that

logically support

ideas.

Competent (80-89%)

Information is mostly

clear and generally

supported with

reasons and

evidence that

logically support

ideas.

Exemplary (90-100%)

Information is

provided in a clear,

coherent, and

consistent manner

with reasons and

evidence that

logically support

ideas.

Week 10 Assignment - Multicultural Curriculum Design - Final Version

Summary

Click the linked activity title to access this assignment.

Text

In the previous assignment, you submitted a draft of your Multicultural Curriculum. Now you will

submit the final version. For this assignment, you should incorporate any notes or feedback your

instructor provided on your draft submission to create the final submission. Your instructor will be

looking for incorporated feedback and improvement on what was previously submitted.

As a reminder, the instructions for the assignment are below:

For this assignment you will now develop your own diversity curriculum, as well as implement

theories, strategies, ideas, and best practices. As a result, adult students from various diverse

backgrounds should feel comfortable in the learning environment you provide.

The curriculum you develop should be designed specifically for a higher education, post-

secondary education, or corporate learning environment you currently work in or hope to work in

some day.

Write a 3–5 page paper in which you:

1. Create a course name and description for your chosen curriculum.

2. Develop a minimum of five course learning outcomes for your chosen curriculum.

3. Create a schedule that tells how long the curriculum will last and how many lessons/meetings

there will be.

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

4. Identify any resources needed for the curriculum.

5. Provide titles and descriptions of each of the lessons/meetings. (Keep in mind that one of these

lessons you already developed in the learning activity.)

6. Use at least four quality academic resources written within the past five years. Note: For this

assignment, you may use videos you choose for class activities as resources. Wikipedia and

other similar websites do not qualify as academic resources.

7. Format your assignment according to the following formatting requirements:

Typed, double spaced, using Times New Roman font (size 12), with one-inch

margins on all sides.

Include a cover page containing the title of the assignment, the student's name, the

professor's name, the course title, and the date. The cover page is not included in

the required page length.

Include a reference page. Citations and references must follow SWS format. The

reference page is not included in the required page length.

The specific course learning outcome associated with this assignment is:

Develop a diversity curriculum using a multicultural curriculum design.

Scoring Guide

Create a course name and description for your

chosen curriculum. 15 %

Unacceptable (Below

70%)

Did not submit or

incompletely created

a course name and

description.

Needs Improvement

(70-79%)

Partially created a

course name and

description.

Competent (80-89%)

Satisfactorily created

a course name and

description.

Exemplary (90-100%)

Thoroughly created a

course name and

description.

Develop a minimum of five course learning

outcomes for your chosen curriculum. 20 %

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

Unacceptable (Below

70%)

Did not submit or

incompletely

developed a

minimum of five

course learning

outcomes and did not

incorporate feedback

provided by the

instructor in the draft

submission.

Needs Improvement

(70-79%)

Partially developed a

minimum of five

course learning

outcomes and did not

incorporate feedback

provided by the

instructor in the draft

submission.

Competent (80-89%)

Satisfactorily

developed a

minimum of five

course learning

outcomes and

incorporated most of

the feedback (if

given) provided by

the instructor in the

draft submission.

Exemplary (90-100%)

Thoroughly

developed a

minimum of five

course learning

outcomes and

incorporated any

feedback (if given)

provided by the

instructor in the draft

submission.

Create a schedule that tells how long the

curriculum will last and how many

lessons/meetings there will be. 20 %

Unacceptable (Below

70%)

No schedule created.

Needs Improvement

(70-79%)

Simple schedule

created that indicates

how many

lessons/meetings

there will be.

Competent (80-89%)

High-level schedule

created that indicates

how long the

curriculum will last

including many

lessons/meeting

there will be.

Exemplary (90-100%)

Detailed schedule

created that indicates

how long the

curriculum will last

including many

lessons/meeting

there will be. Lesson

titles and descriptions

are placed in the

schedule indicating

when each lesson will

occur within the

curriculum.

Identify any resources needed for the

curriculum. 5 %

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

Unacceptable (Below

70%)

No supplies, tools,

materials, etc. are

identified or an

incomplete list

provided with no

indication of their

purpose.

Needs Improvement

(70-79%)

Some supplies, tools,

materials, etc. that

may be needed for

the curriculum are

outlined but their

purpose in the

curriculum may not

be clear.

Competent (80-89%)

Most supplies, tools,

materials, etc. that

may be needed for

the curriculum are

outlined with some

indication of their

purpose in the

curriculum.

Exemplary (90-100%)

Any and all supplies,

tools, materials, etc.

that may be needed

for the curriculum are

clearly outlined with

some indication of

their purpose in the

curriculum.

Provide titles and descriptions of each of the

lessons/meetings. 15 %

Unacceptable (Below

70%)

No titles and/or no

descriptions provided

the lessons/meetings

that will occur in the

curriculum.

Needs Improvement

(70-79%)

Provides vague titles

and very little

description of each of

the lessons/meetings

that will occur in the

curriculum, or not all

lessons/meetings

have a title and

description attributed

to them.

Competent (80-89%)

Provides simple titles

and a basic

description of each of

the lessons/meetings

that will occur in the

curriculum.

Exemplary (90-100%)

Provides clear and

relevant titles along

with a detailed

description of each of

the lessons/meetings

that will occur in the

curriculum.

Use at least four quality academic resources

written or posted within the past five years in

this assignment. 5 %

Unacceptable (Below

70%)

No references

provided.

Needs Improvement

(70-79%)

Does not meet the

required number of

references; some or

all references are

poor quality choices.

Competent (80-89%)

Meets the number of

required references;

most references are

high quality choices.

Exemplary (90-100%)

Meets the number of

required references;

all references high

quality choices.

Writing Mechanics, Grammar, and Formatting 5

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

Unacceptable (Below

70%)

Serious errors in the

integration of

sources, such as

intentional or

accidental plagiarism,

or failure to use in-

text citations.

Needs Improvement

(70-79%)

Sources are partially

integrated using

effective techniques

of quoting,

paraphrasing, and

summarizing.

Competent (80-89%)

Sources are mostly

integrated using

effective techniques

of quoting,

paraphrasing, and

summarizing.

Exemplary (90-100%)

Sources are

consistently

integrated using

effective techniques

of quoting,

paraphrasing, and

summarizing.

Appropriate use of SWS in-text citations and

reference section. 5 %

Unacceptable (Below

70%)

Lack of in-text

citations and/or lack

of reference section.

Needs Improvement

(70-79%)

In-text citations and

references are

provided, but they are

only partially

formatted correctly in

SWS style.

Competent (80-89%)

Most in-text citations

and references are

provided, and they

are generally

formatted correctly in

SWS style.

Exemplary (90-100%)

In-text citations and

references are error-

free or almost error-

free and are

consistently

formatted correctly in

SWS style.

Information Literacy/Integration of Sources 5 %

Unacceptable (Below

70%)

Serious errors in the

integration of

sources, such as

intentional or

accidental plagiarism,

or failure to use in-

text citations.

Needs Improvement

(70-79%)

Sources are partially

integrated using

effective techniques

of quoting,

paraphrasing, and

summarizing.

Competent (80-89%)

Sources are mostly

integrated using

effective techniques

of quoting,

paraphrasing, and

summarizing.

Exemplary (90-100%)

Sources are

consistently

integrated using

effective techniques

of quoting,

paraphrasing, and

summarizing.

Clarity and Coherence of Writing 5 %

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

Unacceptable (Below

70%)

Information is

confusing to the

reader and fails to

include reasons and

evidence that

logically support

ideas.

Needs Improvement

(70-79%)

Information is

partially clear with

minimal reasons and

evidence that

logically support

ideas.

Competent (80-89%)

Information is mostly

clear and generally

supported with

reasons and

evidence that

logically support

ideas.

Exemplary (90-100%)

Information is

provided in a clear,

coherent, and

consistent manner

with reasons and

evidence that

logically support

ideas.

information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed

written permission of Strayer University.

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