ITT TECHNICAL INSTITUTE GS1145 Strategies for the Technical Professional Onsite Course GRADED ASSIGNMENTS Graded Assignments Unit 1 Assignment 1: Change Wheel Course Objectives and Learning Outcomes ⦁ Describe personal changes in relation to

ITT TECHNICAL INSTITUTE

GS1145

Strategies for the Technical Professional

Onsite Course

GRADED ASSIGNMENTS

Graded Assignments

Unit 1 Assignment 1: Change Wheel

Course Objectives and Learning Outcomes

· Describe personal changes in relation to global/historical changes.

· Communicate information using Microsoft Office productivity tools and email.

Assignment Requirements

Review Chapter 1, pp. 4-19 and then complete the Change Wheel Worksheet (found on the next page in this graded assignment.)

Required Resources

· Completed Preparation for Success Checklist

· Textbook

Submission Requirements

Submit completed worksheet to instructor by the beginning of Unit 2.

The Change Wheel

Personal and Global Perspectives

Before completing this assignment, please review Chapter 1, pp. 4-19. In Unit 1, we looked at change from several vantage points, including need, difficulty, and strategies for success. To complete this assignment, think carefully about change you have experienced in your personal life, and change in the world around you during your life.

Task 1: Personal Change Identification

Directions: Brainstorm a list of significant changes you have personally experienced throughout your life. Review your list, and identify six major changes that have affected you in very important ways. List them here:

1. __________________________________________________________

2. __________________________________________________________

3. __________________________________________________________

4. __________________________________________________________

5. __________________________________________________________

6. __________________________________________________________

Task 2: Personal Change Assessment

Directions: Review the six changes you selected. How do they compare to each other in magnitude, when you consider the effect each has had on your life? Rank and re-order the changes listed above, starting with the one with the greatest, most far-reaching impact, then the next most affecting change, and so on.

1. __________________________________________________________

2. __________________________________________________________

3. __________________________________________________________

4. __________________________________________________________

5. __________________________________________________________

6. __________________________________________________________

Task 3: My Personal Change Wheel: Graphic Representation of Personal Change and Its Impact

Directions: Use the pie chart above to create a visual representation of the impact of personal change in your life. The circle is divided into eight sections, separated by dotted lines. Use the dotted lines as guides to create pie slices representing the magnitude of each of the six changes on your list. Give each change a slice of the pie; the size of the slice should reflect its impact on your life. The most significant change should have the largest portion of the circle outlined, perhaps consisting of two or more eighths. Each change should take up less of the circle than the change before, although one or two changes may be of equal magnitude. Label each section of the circle with the change it represents.

Task 4: Global Change Identification and Ranking

Directions: Brainstorm a list of significant changes that have occurred in the world since you were born. Review your list, and identify six major changes that have affected you personally in very important ways. List them in order of their significance and impact from 1 to 6, with 1 being the most significant.

1. __________________________________________________________

2. __________________________________________________________

3. __________________________________________________________

4. __________________________________________________________

5. __________________________________________________________

6. __________________________________________________________

Task 5: My Global Change Wheel: Graphic Representation of Global Change in My Lifetime

Directions: Use the pie chart above to create a visual representation of the impact of global change in your life. The circle is divided into eight sections, separated by dotted lines. Use the dotted lines as guides to create pie slices representing the magnitude of each of the six changes on your list. Give each change a slice of the pie; the size of the slice should reflect its impact on your life. The most significant change should have the largest portion of the circle outlined, perhaps consisting of two or more eighths. Each change should take up less of the circle than the change before, although one or two changes may be of equal magnitude. Label each section of the circle with the change it represents.

Task 6: Initial Observations

Directions: Look over the two change wheels you have completed. In the space below, record any first thoughts or observations about personal and global change in your life.

Unit 1 Assignment 2: Change Wheel Reflection

Course Objectives and Learning Outcomes

· Describe personal changes in relation to global/historical changes.

· Communicate information using Microsoft Office productivity tools and email.

Assignment Requirements

Look over your Change Wheel, reminding yourself of the significant changes you noted in your life and in the world around you. Think about the effects of those changes on your work, life choices, attitude, and options:

· Did you perceive most of the significant changes in your world as negative or positive initially?

· Did some negative events have positive outcomes?

· Did some positive occurrences fail to result in a positive effect on your circumstances?

· How do you think your world view affects your choices going forward, especially your choice to further your education?

After thinking about these ideas for a few minutes, begin to free-write. Write without stopping for about five minutes, recording whatever thoughts pass through your head. Don’t stop. Don’t overthink. Don’t worry about spelling or grammar. Just get the thoughts down on paper as directly as possible.

Read over your free-write. Use it as the raw material for drafting a written reflection that you will send to your instructor as an attachment to an email. The reflection should answer the following questions:

· How well-prepared do I feel for school?

· What challenges do I anticipate in this class?

· What have I learned from examining my experiences with significant changes in my life that I can apply to my strategy for success in this course?

Write your reflection and save it as a Microsoft Word document.

How your instructor will evaluate your reflection:

· Did you answer the following questions:

· How well prepared do I feel for school?

· What challenges do I anticipate in this class?

· What have I learned from examining my experience regarding the significant changes in my life that I can apply to my strategy for success in this course?

· Did you save the assignment as a Word document?

· Did you send the document via email as an attachment?

Required Resources

· Completed Change Wheel worksheet from Unit 1 Assignment 1.

· Computer with Internet access and Microsoft Word installed.

Submission Requirements

Send the completed document to your instructor via email as an attachment before Unit 2.

Unit 2 Assignment 1: Strengths and Challenges Reflection Letter

Course Objectives and Learning Outcomes

· Define terms and concepts related to strategies for technical professionals.

· Communicate information using Microsoft Office productivity tools and email.

Assignment Requirements

This assignment coordinates with Unit 2 Lab 1: Introductory Word Lab. Create and send a letter to your instructor executed in MS Word that discusses your questions, concerns, and what you look forward to in Strategies for the Technical Professional.

As a part of your letter, make an assessment of your strengths, such as the skills and experience you bring to the class. Also discuss your challenges, perhaps your circumstances, habits, or past academic history, as well as the parts of the curriculum that may be new to you, may not appear as relevant to your goals and objectives, or may be difficult for you to learn and apply.

Required Resources

· Computer with Internet access and MS Word installed.

Submission Requirements

Your letter should meet the following specifications:

· Orientation: Portrait

· Font: 12-point Times New Roman or 10-point Arial

· Spacing: Double spaced

· Margins: Normal, Narrow, or Moderate

· Length: Two to five paragraphs

· Header: Right justified, including your name, the course number, day, and time

· Text format: Body of letter left justified

· Salutation: Appropriate greeting to open letter

· Closing: Appropriate sign-off and full name as signature

Create and save this reflection as a Microsoft Word document and submit it to your instructor as an attachment to an email. The assignment is due by Unit 3.

How you will be graded:

Use this rubric to help you target the grade you want on this assignment. This rubric can also be used to provide peer feedback and assist other students.

Grading Rubric: Strengths and Challenges Reflection Letter
Assessment Categories	A STRONG	B EFFECTIVE	C-D DEVELOPING/ EMERGING	F NOT THERE YET
Ideas	Key Q: Did the writer get the main ideas across well?
	Fully satisfies or exceeds assignment content requirements. Main ideas conveyed effectively and precisely; superior use of language.	Satisfies assignment content requirements. Main ideas conveyed clearly; satisfactory use of language.	Satisfies some, but not all, assignment content requirements. Some ideas ill-conveyed, vague, or confusing.	Content is unclear, incomplete, or inappropriate; fails to meet assignment content requirements. Most or all main ideas vague, missing, or poorly conveyed.
Organization	Key Q: Is the letter written so the reader can easily understand and follow the ideas presented from paragraph to paragraph?
	Letter structure is logical, unified, and coherent. Written in complete, correct, well-defined paragraphs with strong topic sentences. Fully satisfies or exceeds assignment format specifications.	Letter structure is largely logical, unified, and coherent; some improvement possible. Mostly complete, correct, well-defined paragraphs with strong topic sentences. Satisfies all or almost all assignment format specifications.	Letter structure may lack logic, unity and/or coherence at points. Paragraphs and/or topic sentences need some work or may be incomplete. Satisfies some but not all assignment format specifications.	Letter lacks logical structure and organization; it is confusing or incoherent. Disorganized or incomplete paragraphs; topic sentences vague or missing. Ignores assignment format specifications.
Conventions	Key Q: How much editing is needed to make this letter error-free and ready to send?
	Well-formed sentences move the reader through the text. Excellent spelling, punctuation, and grammar. No errors.	Mostly well-formed sentences move the reader through the text. A few may need work. Minor or infrequent spelling, punctuation and grammar errors.	Frequent or severe errors of sentence structure interfere with understanding at times. Frequent or severe spelling, punctuation, and grammar errors sometimes impede understanding.	Both frequent and severe errors of sentence structure interfere with understanding throughout. Spelling, punctuation, and grammar errors impede understanding throughout.

Unit 2 Assignment 2: New Technology in My Field―Research and Essay

Course Objectives and Learning Outcomes

· Define terms and concepts related to strategies for technical professionals.

· Communicate information using Microsoft Office productivity tools and email.

Assignment Requirements

To successfully complete this assignment, you will:

· Navigate the ITT Tech Virtual Library and access a recent article on technology in your field.

· Read, analyze, and summarize information from a professional article.

· Correctly cite a research source in APA format, using the tools provided in Microsoft Word.

· Complete tasks one through four to fulfill the requirements for this assignment.

Task 1: Research new technology in your field using the ITT Tech Virtual Library.

· Prepare to search for resources.

· What is your field of study?

· What new technology in your field do you want to know more about? Brainstorm a list of topics. These topics can then serve as the search terms you use to find a useful article.

· Can’t think of anything? A suggested list of topics is available at the end of this assignment.

· Access the ITT Tech Virtual Library.

· On the home page, locate the pane titled: Locate Resources by Your School of Study.

· Click on the colored bar indicating your school of study.

· Click Databases . This will take you to a page listing a number of resource databases.

· Select a periodical database. Two excellent general periodical databases are EbscoHost and ProQuest. Other excellent databases with more restricted content areas are also listed. Click on a database which interests you. In the search bar on the database, type a word or phrase to search.

· New to searching? Information is available to help you. Ask your instructor.

· Locate one or more articles. Select one article to use for this assignment.

· Print the article. Most databases allow you to open a pdf by clicking on the pdf icon. You can then print or download the pdf.

Task 2: Cite your source (APA format).

· Some databases will display a Cite button on the Tools bar. The citation will be displayed in a variety of formats. You can locate the correct format (APA) and copy the citation, then paste it into a MS Word document. Title and save the document to your flash drive, or email it to yourself.

· You should also learn how to use the Reference tab in Microsoft Word to cite a source. Directions follow.

· Open Microsoft Word.

· Click on the References tab on the Ribbon.

· Pull down the arrow next to Style and select “APA.”

· Click the Insert Citation button to pull down the menu.

· Select Add New Source. A Create Source window will open.

· At the top of the box, click the arrow next to “Type of Source” to pull down the selection.

· Scroll to locate the correct type of source and select. For this assignment, most sources will be journal articles.

· Fill in the bibliography fields in the window.

· Click OK, and your citation will be stored.

· When you are ready to display your citation, go back to the References tab.

· Click Bibliography, and select Works Cited.

· Your citation should appear at the end of your paper.

· Title and save the Microsoft Word document to your flash drive, or email it to yourself.

· Your instructor may demonstrate other citation tools. There are many available.

Task 3: Read the article you have chosen.

· Take notes or highlight the most important and interesting information.

· Write down answers that the article gave you.

· Write down questions that the article raised.

· Write down new terminology or new vocabulary.

· Look up words and phrases that are not explained in context, so that you can explain them to others.

· What adjectives would you use to describe the article? Was it boring, fascinating, helpful, difficult, useful? Think of several adjectives you could use to describe it. What was your overall opinion of the article, and the job the author did in explaining new technology to the reader?

Task 4: Write a summary and review of the article you have chosen.

· Specifications:

· 12-point Times New Roman or 10-point Arial

· Double-spaced

· Minimum of three paragraphs

· Source article cited in APA format

· Your paper must include:

· A brief summary of the article

· A discussion of the quality of the information and the way it was presented

· Your opinion of the article as an informational resource

· Correct citation of the source article at the end of your paper

If you can’t think of anything to write about, select a topic from this list:

·

· Biometrics

· Non-lethal weapons for law enforcement

· Medical RFID tagging

· DNA databases

· Ballistic fingerprinting

· In-vehicle technology

· Self-assembling batteries

· ASIMO

· Cold plasma therapy

· Home-linking technology

· Fiber optic computers

· Synthetic diamonds for nanotechnology

· Flying wind generators

· Retinal implants

· Silverthorn chips

· Biomimetics

· Nanotechnology applications

· Electronic paper

Required Resources

· Computer with Internet access, Microsoft Word, and access to the ITT Tech Virtual Library

Submission Requirements

Submit completed reflection as a Microsoft Word document, as an attachment to an email to your instructor. The assignment is due by Unit 3.

How you will be graded:

Use the following rubric to help you target the grade you want on this assignment. This rubric can also be used to provide peer feedback and assist other students.

Grading Rubric: New Technology in My Field―Research and Essay
Assessment Categories	A STRONG	B EFFECTIVE	C-D DEVELOPING/ EMERGING	NOT THERE YET
Ideas	Key Q: Did the writer get the main ideas across well?
	Thoughts well stated. Clear and interesting explanation of the writer’s observations and perspective. Researched material correctly and appropriately cited.	Ideas are clearly related. Offers well-stated descriptions, examples, or evidence. Researched material correctly and appropriately cited.	Conveys ideas somewhat clearly, and offers satisfactory evidence, descriptions, or examples. Researched material cited; form may need correction.	Ideas vague or fail to convey; may not provide evidence, descriptions or examples. Researched material not appropriately cited and credited.
Organization	Key Q: Is the essay well-constructed, and written with strong paragraphs, smooth transitions and logical connections?
	Excellent paragraph structure, with strong and well-supported topic sentences. Exhibits both unity and coherence. Strongly organized with logical connections.	There are at least two well-ordered paragraphs that convey the main ideas. Logically organized. Unified and coherent.	There are paragraphs that convey the main idea. Unity and coherence can be improved. Organization could be tighter.	Paragraphs are disjointed, unclear, or ineffective. Lacks unity and coherence. Organization not apparent or not working well.
Voice/ register	Key Q: Is the tone of the writing appropriate to the intended audience?
	Language and details work together to connect well with audience and deliver a clear picture to the reader.	Language and details connect reasonably well with intended audience and appropriately deliver the picture to the reader.	Language and details somewhat effective in connecting with audience and delivering the picture to the reader.	Language may be unclear or inappropriate. May fail to connect with audience. Writer’s intent may be hard to understand.
Word choice	Key Q: Is the vocabulary suited to written communication, and do the words and phrases accomplish the writer’s intent?
	Vivid vocabulary and selective detail give the reader a wealth of information and insight into the writer’s point of view and ideas.	Words are used satisfactorily to convey ideas and inform the reader. Some thought to vocabulary choice is evident.	Word choice generally functional and appropriate but unexciting or nonspecific. Some word choices may not work well.	Words may be repetitive, incorrectly used, or inappropriate.
Sentence fluency	Key Q: Does the writing flow smoothly from sentence to sentence when you read it aloud?
	Well-built sentences move the reader through the text and from point to point. Good use of transitions.	In general, the text flows satisfactorily and gets the job done.	Some sentences may be choppy, incomplete, or awkward.	Multiple sentence structure errors. Sentences are not well-formed and need additional work to flow.
Conventions	Key Q: How much editing is necessary to make this essay clean, clear, correct, and complete?
	Clear and well-written. Excellent command of spelling, grammar, punctuation. No errors.	Minor problems with spelling, grammar, or punctuation.	Noticeable and somewhat distracting errors in spelling, grammar, or punctuation.	Frequent and/or significant errors make the text difficult to read and understand.

Unit 3 Assignment 1: Multiple Intelligences

Course Objectives and Learning Outcomes

· Describe personal success strategies incorporating the need for change, study skills, overcoming challenges, and techniques of effective and efficient learners.

Assignment Requirements

Complete the Multiple Intelligences Assessment in your textbook (pp. 32-34) and then complete the Multiple Intelligences worksheet found on the next page in this graded assignment package.

Required Resources

· Textbook

Submission Requirements

· Submit the completed worksheet to your instructor during class.

Multiple Intelligences

Name: __david thompson_________________________

Directions: Complete the Multiple Intelligences Assessment in your textbook (pp. 32-34) before filling out this worksheet.

· Identify your three most dominant intelligences (highest scores) and list them below:

· ________Body______________

· __________interpersonal____________

· ________music______________

2. Review Figure 3.1 on p. 34.

· Prepare an explanation of one of the intelligences you named above.

· What are its characteristics?

· What are its advantages/limitations?

· What study skills work best for this type of intelligence?

_________Music.. I

I try to make everything into song and love a good beat .

The charecteristics are they know the words to every song and keep beet or hum all the time.

The advantages are they can keep memory with song. The limitations are if the invorinment isn’t right it will be hard to pick stuff up.

Having some music will help me to remember the things better..

____________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

3. Discuss your results with a partner. Compare your strengths and the types of intelligence you rely on. Record below one insight you developed through discussion:

_______i learned that matt learns threw visual insight and having things infront of him..______________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Unit 3 Assignment 2: Personality Type Self-Assessment and Study Skills Techniques

Course Objectives and Learning Outcomes

· Define terms and concepts related to strategies for technical professionals.

· Identify personal strengths and challenges.

· Communicate information using Microsoft Office productivity tools and email.

Assignment Requirements

· Complete either “What’s My Jungian 16 Type Personality?” in the Self-Assessment Library within the ITT Tech Virtual Library (Reference> Career Self-Assessment> Self-Assessment Library> What About Me?> Personality Insights) or the personality assessment in the textbook on pp. 36-38 to identify your four-letter type.

· Complete the Personality Type Self-Assessment worksheet (found on the next page) according to the instructions.

Required Resources

· Computer with Internet access

· Textbook

Submission Requirements

Submit the completed worksheet to your instructor by the end of class.

Personality Type Self-Assessment Worksheet

Name: ________David Thompson____________________________________

Directions:

· After taking the Jungian 16 Type Personality Indicator from the ITT Tech Virtual Library Self-Assessment Library, answer the following questions:

What is your four-letter code? _entp_ __ __ __

What does each letter stand for? __e_ : __extravert________________

_n__ : ____intuitive______________

_t__ : _____thinking_____________

_p__ : ____perceving______________

2. Google your four-letter code. Read information you find about your personality type. Print a description of your personality type. Do you see yourself in this description?

What are some (4-6) key characteristics of your personality type that you recognize in your own behavior and style?

_____________________ The Visionary

_____________________My primary mode of living is focused externally, where you take things in primarily via your intuition.__My secondary mode is internal, where you deal with things rationally and logically._____My ability to intuitively understand people in any situation has made me a lot of money in sales and getting cusomers to trust me with conversation and cerisma.____________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

3. Using your textbook, notes from today’s class, and information you researched, write down two self-management/work/study tips for each aspect of your personality. Choose tips that will help you to capitalize on your strengths, compensate for potential challenges, and use your personality type to your advantage as a learner. Use the list on the next page.

Study Tips for My Personality Type

E/I

extroverted/introverted

Tip 1: _____Get in social situations of study _________________________________________________________________________

Tip 2: ____talk about notes with people and ask questions ___________________________________________________________________________

N/S

intuitive/sensory

Tip 1: _______seeing the teacher and having contact with them will help me to feel what im doing. _______________________________________________________________________

Tip 2: ________getting some one on one time to have eyecontact with the teacher or study partner will help.. _______________________________________________________________________

T/F

thinking/feeling

Tip 1: ______Thinking about the assignment will help me to settle down and focus ________________________________________________________________________

Tip 2: _______________________________________________________________________________

J/P

judging/perceiving

Tip 1: __________ Although the ENTP is more interested in absorbing information than in making decisions, they are quite rational and logical in reaching conclusions _ ___________________________________________________________________

Tip 2: _______ A well-developed ENTP is extremely visionary, inventive, and enterprising ________________________________________________________________________

Unit 3 Assignment 3: Test-Taking Skills and Peer Teaching Challenge

Course Objectives and Learning Outcomes

· Define terms and concepts related to strategies for technical professionals.

· Identify personal strengths and challenges.

· Communicate information using Microsoft Office productivity tools and email.

Assignment Requirements

Work with a team to create an informational/instructional PowerPoint presentation.

· Review the material in the textbook on test taking (pp. 65-74).

· Select a topic to master and teach. Available topics for this activity are:

· Controlling test anxiety

· What’s sleep got to do with it?

· Three types of testing responses

· Strategies for matching questions

· Strategies for true/false questions

· Strategies for multiple-choice questions

· Strategies for short-answer questions

· Strategies for essay questions

· Identify the most important points of the material on your chosen topic.

· Prepare to teach those points to your peers.

· Create a PowerPoint presentation to illustrate your topic.

· Create a maximum of five PowerPoint slides.

· The presentation must conform to recommended PowerPoint practices as outlined in the Power Pointers presentation delivered by your instructor.

· You must complete all tasks outlined in Proficiency level of the PowerPoint lab.

· Full instructions for the PowerPoint are included in the PowerPoint Lab handout (GS1145.U3.HO4).

· Your instructor will incorporate superior submissions into a review of test-taking strategies to present to the class.

· The instructor may deliver the review, or may request students to deliver their portions of the review.

Required Resources

· PowerPoint Proficiency Lab handout (GS1145.U3.HO4)

· Computer with Internet access and PowerPoint software installed

· Textbook

Submission Requirements

Submit the completed presentation to your instructor as an email attachment by the end of class.

Unit 6 Assignment 1: Prioritizing Tasks

Course Objectives and Learning Outcomes

· Describe personal success strategies incorporating the need for change, study skills, overcoming challenges, and techniques of effective and efficient learners.

· Contribute to discussions and apply team skills where appropriate to complete learning activities.

· Prioritize tasks that need to be accomplished for success.

Assignment Requirements

· Complete the Prioritzing Tasks worksheet found on the following page.

Required Resources

· Time Management Task Matrix (GS1145.U6.HO1)

Submission Requirements

Submit the completed Prioritizing Tasks worksheet and filled-in task matrix. Be sure to write your name on the assignment.

Prioritizing Tasks

Name: ___________________________________________

Directions:

· Think about the week ahead: a full seven days. Brainstorm a list of everything you have to do and everything you are likely to do in the designated seven-day period, including things that you didn’t get done this week that are now red-hot have-to-get-done items. Include both major and minor activities. Be honest with yourself and make this list as comprehensive as you can.

· Review the four-category Task Matrix.

· Assess the urgency and importance of each task on your list. Use these definitions to help you:

· Important tasks lead directly or indirectly to the achievement of your goals. Most high-productivity tasks are important.

· Urgent tasks require attention right away, but usually support the achievement of someone else's goals.

· Time-wasters are activities that are not urgent and not important, either. They don’t help you or anyone else to achieve goals, and they steal time from productive tasks.

· Write each task on your list in the appropriate block on the matrix.

· Review the completed matrix. What information does it give you? How can this tool help you to focus, prioritize, and achieve your goals? In the box below, record what you learned by completing the matrix.

Unit 6 Assignment 2: Personal Schedule and Reflection

Course Objectives and Learning Outcomes

· Prioritize tasks that need to be accomplished for success.

· Create a schedule using Microsoft Office productivity tools.

· Define terms and concepts related to strategies for technical professionals.

· Use selected productivity software tools to generate assignments and documents for individual portfolios.

Assignment Requirements

· Create a personal schedule using Microsoft Excel. (This assignment coordinates with the Excel lab.)

· Broken down into days and hours

· Identifies:

· Personal primetimes

· Times least alert

· High-priority tasks

· Uses information from:

· Task matrix

· Self-Assessment Library

· Strategy to manage time-zappers

· Text

· Class notes

· Follow the schedule for a minimum of three consecutive days and then write a short essay reflecting on and assessing the experience. Be sure to include:

· Your perception of how well the schedule worked for you.

· What you observed about implementing your schedule.

· What did and did not work.

· How you will improve the schedule’s usefulness.

· You may want to begin by using a pre-writing technique such as brainstorming or free-writing to collect your thoughts.

Required Resources

· Computer with Microsoft Excel

Submission Requirements

· Personal schedule

· Created in Microsoft Excel

· Written reflection

· Typed using Microsoft Word

· 12-point Times New Roman or 10-point Arial font

· Double-spaced

· Minimum of three paragraphs

· Submit according to instructor specifications.

Unit 8 Assignment 1: Problem Quotation Presentations

Course Objectives and Learning Outcomes

· Self-assess participation in a team project to improve individual performance.

· Contribute to discussions and apply team skills where appropriate to complete learning activities.

·

Assignment Requirements

Work in a group. Read the Quotations about Problems page. For each quotation, spend some time discussing the questions that follow.

· What was your first reaction to this quotation when you read it? What point is the author/speaker trying to get across, and does this quotation make its point successfully? How would you express this idea in other words?

· Do you know anything about the author/speaker? If so, share what you know. If not, did this quotation make you curious enough to try to find out something about him or her?

· How does the quotation relate to what we are doing in GS1145? What guidance, information, challenge, inspiration or encouragement does it provide to project teams?

Selecting and Presenting

As a group, select the quotation you feel is the best, most useful, and most relevant to this class. Prepare to present your choice to the rest of the class. All group members should take part in the presentation, so decide within your group how to divide up the work. Prepare to:

· Read the quotation and give the author’s name.

· Explain what the quotation means to your group.

· Explain how the quote is relevant to work we do in the class.

· Explain why your group chose this particular quotation to share.

Required Resources

· Quotations about Problems handout

· PowerPoint Grading Rubric

Submission Requirements

· Group presentation

· Personal self-assessment

· Three goals related to improvement for final project

· Typed using Microsoft Word

· 12-point Times New Roman or 10-point Arial font

· Double-spaced

Quotations about Problems

“ If the only tool you have is a hammer, you tend to see every problem as a nail. ” Abraham Maslow	“ Society has traditionally always tried to find scapegoats for its problems. Well, here I am. ” Marilyn Manson
“ An undefined problem has an infinite number of solutions. ” Robert A. Humphrey	“ If knowledge can create problems, it is not through ignorance that we can solve them. HYPERLINK "http://www.quotationspage.com/quotes/Duke_Ellington/"” HYPERLINK "http://www.quotationspage.com/quotes/Duke_Ellington/" Isaac Asimov
“ I have yet to see any problem, however complicated, which, when you looked at it in the right way, did not become still more complicated. ” Poul Anderson	“ It isn't that they can't see the solution. It is that they can't see the problem. ” G. K. Chesterton
“ Indecision may or may not be my problem. ” Jimmy Buffett	“ Every solution has side effects. ” Daniel E Geer Jr.
“ It is a mistake to think you can solve any major problems just with potatoes. “ Douglas Adams	“ You can do anything you think you can. This knowledge is literally the gift of the gods, for through it you can solve every human problem. It should make of you an incurable optimist. It is the open door. ” Robert Collier
“ It's so much easier to suggest solutions when you don't know too much about the problem. ” Malcolm Forbes	“ A problem well stated is a problem half solved. ” Charles F. Kettering
“ All progress is precarious, and the solution of one problem brings us face to face with another problem. ” Martin Luther King Jr.	Our problems are man-made, therefore they may be solved by man. No problem of human destiny is beyond human beings. John F. Kennedy
“ A problem is a chance for you to do your best. ” Duke Ellington	“ If you don't make mistakes, you're not working on hard enough problems. And that's a big mistake. ” Frank Wilczek
“ The best way to escape from a problem is to solve it. ” Alan Saporta	“ The way we see the problem is the problem. ” Stephen Covey
“ No problem is too small or too trivial if we can really do something about it. “ Richard Feynman	“ It isn't that they can't see the solution. It is that they can't see the problem. ” G. K. Chesterton

Grading Rubric: PowerPoint Presentation
Assessment Categories	A STRONG	B EFFECTIVE	C-D DEVELOPING/ EMERGING	F NOT THERE YET
Ideas	Key Q: Did the presenter get the main points across in a clear, memorable way?
	Slides and narration convey the main ideas effectively with interest and style.	Slides and narration cover the main ideas satisfactorily.	Slides and narration convey main ideas somewhat clearly.	Unclear, uninteresting, or does not address main ideas adequately.
Organization	Key Q: Are slides arranged so that the class can understand and easily follow the ideas presented?
	Slides are well ordered, and they clearly and effectively convey the main ideas.	Slides are satisfactorily ordered and convey main ideas adequately.	Slides support the main ideas but could be more effectively organized.	Slides are poorly ordered, or are confusing or ineffective.
Voice/ register	Key Q: Do the slides and narration keep your interest and attention, and target the audience effectively?
	Slides and narration work together to compel interest and connect well with audience.	Slides and narration connect reasonably well with intended audience.	Slides and narration somewhat effective in connecting with audience.	Slides and narration may be unclear, inappropriate, or fail to connect with audience.
Visuals	Key Q: Do the images used convey a clear and interesting picture of the ideas?
	Well-chosen graphics effectively carry the message in a precise, interesting, and effective way.	Graphics are used appropriately to convey the message.	Graphics generally functional and appropriate but unexciting or nonspecific. Some choices may not work well.	Graphics may be ineffective or inappropriate.
Conventions	Key Q: How much editing is necessary to make this presentation really ready to share?
	Excellent command of spelling, grammar, punctuation. No errors.	Minor problems with spelling, grammar, or punctuation.	Noticeable and somewhat distracting errors in spelling, grammar, or punctuation.	Frequent errors make the text difficult to read and understand.

Unit 9 Assignment 1: Adding to My Self-Knowledge

Course Objectives and Learning Outcomes

· Describe personal success strategies incorporating the need for change, study skills, overcoming challenges, and techniques of effective and efficient learners.

· Apply self-knowledge to develop strategies for future success.

Assignment Requirements

Increased self-awareness provides greater probability of maximizing your potential. This assignment provides an opportunity to return to the Self-Assessment Library and explore additional aspects of your style, character, and personality. See what you can learn that will help you to increase your soft skills and employability. The assignment also includes writing a reflection assessing what you learned and how you will use it.

Task 1: Select and take two self-assessments.

· Access the ITT Tech Virtual Library.

· Go to the Self-Assessment Library (Reference> Career Self-Assessment> Self-Assessment Library).

· Review the options for self-assessment. You can click “QuickAccess” at the bottom of the page to view a list of all self-assessments.

· Among the assessments you have not yet taken, select two to complete.

· Complete the assessments you chose and print your results.

· Having trouble deciding which assessments to take? Here are a few recommendations:

· What about Me?

· Personality Insights

· 3. What’s My Locus of Control?

· Values

· 9. What Do I Value?

· Motivation

· 13. What Motivates Me?

· Decision Making

· 19. How Do My Ethics Rate?

· Other

· 20. What’s My Emotional Intelligence Score?

· Working With Others.

· Communication Skills

· 24. What’s My Face-to-Face Communication Style?

· Leadership and Team Skills

· 27. What’s My Leadership Style?

· Power and Conflict Skills

· 34. What’s My Preferred Conflict-Handling Style?

· Life in Organizations.

· Change and Stress

· 47. How Well Do I Respond to Turbulent Change?

· 48. How Stressful Is My Life?

Task 2: Write a brief (one- to three-paragraph) reflection.

Think about the results of the self-assessments you just took. How accurate do you feel they are? How useful was the information the assessments provided? Did the results surprise you or were they predictable? How do they add to your self-knowledge? How will you apply what you learned from them to your personal life, your work life, or your school career?

Make some notes about the answers to the questions above. Then draft a brief reflection essay of one to three paragraphs discussing what you learned from this self-assessment activity.

Required Resources

· Computer with Internet access and printer.

Submission Requirements

· Copies of the results of the two self-assessments completed

· Written reflection

· Use Microsoft Word. Your paper should be in essay form, arranged in paragraphs and following these specifications:

· 12-point Times New Roman or 10-point Arial font

· Spacing: Double-spaced

· Remember to spell-check your essay before you submit it to your instructor for a grade.

Unit 11 Assignment 1: End-of-Course Reflection (suggest students add a typed version to the ePORTFOLIO)

Course Objectives and Learning Outcomes

· Describe personal success strategies incorporating the need for change, study skills, overcoming challenges, and techniques of effective and efficient learners

· Apply self-knowledge to develop strategies for future success.

· Articulate implementation plan for achieving goals.

Assignment Requirements

You have spent many hours working to complete the requirements of this course. It is time to stop and think about where you started, where you are now, and what the journey has brought you. Your instructor will provide you with a copy of the Strengths and Challenges reflection you wrote and submitted at the close of Unit 1 for your review. What has changed, and how have you changed, since you wrote it?

Think about your experiences in this class. Think about the resources you accessed that contributed to your experience. Think about your struggles and frustrations as well as your ‘ah-ha!’ moments and successes.

Here is the list of Course Objectives from your syllabus:

· Navigate ITT Tech resources, such as student email, the ITT Tech Virtual Library, and the ITT Tech Student Portal.

· Describe personal success strategies incorporating the need for change, study skills, overcoming challenges, and techniques of effective and efficient learners.

· Use selected productivity software tools to generate assignments and documents for individual portfolios.

· Demonstrate the ability to conduct research using electronic resources.

· Contribute to discussions and apply team skills where appropriate to complete learning activities.

· Demonstrate project planning and project management skills through successful completion of a final project.

· Describe technological trends of a global information society that will impact learning.

Directions: Using Microsoft Word with double-spaced12-point Times New Roman or 10-point Arial font, write a brief (two to five paragraphs) reflection in essay form about the impact of this class on your learning, your confidence, and your preparedness for success in your academic and professional career. If computers are not available, legibly write two to five paragraphs and turn in a hand-written reflection.

Required Resources

· Computer with Microsoft Word and a printer, if available

Submission Requirements

Your finished paper should meet the following specifications:

· Orientation: Portrait

· Font: 12-point Times New Roman or 10-point Arial

· Spacing: Double spaced

· Margins: Normal, Narrow, or Moderate

· Length: Two to five paragraphs

· Header: Right justified and including your name, the course number, day, time

· Text format: Body of text left justified

Print out your essay and turn it in to your instructor as directed.

How you will be graded:

Your instructor will use the rubric found on the next page. Use this rubric to help you target the grade you want on this assignment. This rubric can also be used to provide peer feedback and assist other students.

Grading Rubric: End-of-Course Reflection
Assessment Categories	A STRONG	B EFFECTIVE	C-D DEVELOPING/ EMERGING	F NOT THERE YET
Ideas	Key Q: Did the writer get the main ideas across well?
	Fully satisfies or exceeds assignment content requirements. Main ideas conveyed effectively and precisely; superior use of language.	Satisfies assignment content requirements. Main ideas conveyed clearly; satisfactory use of language.	Satisfies some, but not all, assignment content requirements. Some ideas ill-conveyed, vague, or confusing.	Content is unclear, incomplete, or inappropriate; fails to meet assignment content requirements. Most or all main ideas vague, missing, or poorly conveyed.
Organization	Key Q: Is the essay written so the reader can easily understand and follow the ideas presented from paragraph to paragraph?
	Essay structure is logical, unified, and coherent. Written in complete, correct, well-defined paragraphs with strong topic sentences. Fully satisfies or exceeds assignment format specifications.	Essay structure is largely logical, unified, and coherent; some improvement possible. Mostly complete, correct, well-defined paragraphs with strong topic sentences. Satisfies all or almost all assignment format specifications.	Essay structure may lack logic, unity and/or coherence at points. Paragraphs and/or topic sentences need some work or may be incomplete. Satisfies some but not all assignment format specifications.	Essay lacks logical structure and organization; it is confusing or incoherent. Disorganized or incomplete paragraphs; topic sentences vague or missing. Ignores assignment format specifications.
Conventions	Key Q: How much editing is needed to make this essay error-free?
	Well-formed sentences move the reader through the text. Excellent spelling, punctuation, and grammar. No errors.	Mostly well-formed sentences move the reader through the text. A few may need work. Minor or infrequent spelling, punctuation and grammar errors.	Frequent or severe errors of sentence structure interfere with understanding at times. Frequent or severe spelling, punctuation, and grammar errors sometimes impede understanding.	Both frequent and severe errors of sentence structure interfere with understanding throughout. Spelling, punctuation, and grammar errors impede understanding throughout.

Project

Project Part 1: Team Development

Purpose

The purpose of this portion of the project is to allow you and your fellow students to organize yourselves into teams, exchange contact information, and begin to define your group dynamics and scheduling.

Course Objectives and Learning Outcomes

· Identify personal strengths and challenges.

Required Resources

· Computer with Microsoft Word and Excel

Project Logistics

Form a strong, diverse group of no more than five members. If your instructor offers the option of working alone, and if you have elected this option, follow the instructions for solo work where provided. Prepare each of the following pages for inclusion in your project notebook and to submit as the deliverables for Part 1.

After forming your team, you will focus on three initial deliverables:

· Team Member Contact Sheet

· Team Formation Statement

· Individual Strengths Chart

Team Member Contact Sheet

Using Microsoft Word, create a table of names and contact information for all group participants. The contact sheet must include:

· Team member name

· Team member email address

· Team member phone number

· Days/times team member is on campus

· A “Tasks/Responsibilities” column to be filled in later when specific project tasks are assigned to team members

Contact Sheet Table Example:

Team Member	Phone	Email	Best days/hrs. to contact	Tasks/Responsibilities

For solo work, provide this information to the instructor about yourself on a single, well-formatted page using Microsoft Word.

Team Formation Statement

Using Microsoft Word, write an explanation (at least one paragraph, but no more than one page) of the principles, techniques, or strategies used to form your working group. How were members selected or how did they opt in, and why? What information about potential members did you look at when forming your group? What makes your group a strong one? Finally, give your team a name.

For solo work, using Microsoft Word, write an explanation (at least one paragraph, but no more than one page) of the reasons you choose to work alone, and how you intend to capitalize on your strengths, as identified through self-assessment, and to compensate for your challenges.

Individual Strengths Chart

Using Microsoft Word, create a chart or table showing the skills and abilities each team member brings to the project. This chart should include hard skills, such as math ability, writing/editing skills, or productivity software (Word, Excel, PowerPoint) proficiency, as well as soft skills, such as speaking ability, ability to explain to others, problem-solving prowess, listening and communication skills, negotiation skills, and so forth.

For solo work, use Word or Excel to create a chart or table showing the skills and abilities you bring to the project. This chart should include hard skills, such as math ability, writing/editing skills, or productivity software (Word, Excel, PowerPoint) proficiency, as well as soft skills, such as speaking ability, ability to explain to others, problem-solving prowess, listening and communication skills, negotiation skills, and so forth.

Because you are working alone, you cannot get complementary skills from your team members. So in addition, write an assessment (at least one paragraph, but no more than one page in a Word document) of potential gaps in skill and ability you will need to compensate for, and how you plan to do so.

Deliverables

You need to collect all work completed for each of the project tasks above in hard copy in a project notebook as well as saving it for electronic submittal. Project Part 1 is due in Unit 5 and lab time will be provided to work on project tasks.

Project Part 2: Scope of Work

Purpose

The purpose of this portion of the project is for you to create a Scope of Work document for the project you are working on.

Course Objectives and Learning Outcomes

· Prioritize tasks that need to be accomplished for success.

· Demonstrate project planning and project management skills through successful completion of a final project.

Required Resources

· Computer with Microsoft Word and Excel installed.

Project Logistics

Project management is an important skill set in almost any work environment. Submitting an informative and accurate Scope of Work document is crucial to obtaining approval, support, and funds for a project.

Accurate Scope of Work also helps you to manage your project well, and to make intelligent decisions during the life cycle of your project. As a project manager, the more information you can gather in the early stages of a project, the more adaptable you can be if you need to deal with obstacles and issues that crop up during the project. Scope of Work summarizes this information in a clear, useful, and comprehensive way.

Scope of Work defines the work content, resources, costs, and results of your project in a concise format. An approved Scope of Work is a contract, making clear what you agree to deliver, how, by when, and at what cost.

Gather the information you need and carry out the activities required to complete your Scope of Work document. Instructions are provided for each component of the Scope of Work. All components must be completed in order to receive full credit for this assignment.

Page 0: Title Page

The title page of your document should provide a polished and professional introduction to both the team and the project. It is the first thing a reader will see, and must make a positive first impression.

· Using Microsoft Word, create a title page for your Scope of Work document. The title page must include:

· The title “Scope of Work”

· Team name

· Team members’ names

· Project title or one-line description

· A graphic element (photograph, clip art, SmartArt or WordArt)

Page 1: Project Description

· Using Microsoft Word, compose a detailed and specific one-page description of your project. The description must include:

· Your reason(s) for selecting this project

· Current state of the problem your project concerns

· Description of what you learned from completing a fishbone diagram of the cause(s) of the problem you will address

· Objective(s) your project will achieve

· Identification of all stakeholders who will be affected by the project

· Benefit(s) you expect your project to achieve, including any cost savings or other quantifiable result of the project’s successful completion

Page 2: Tasks, Time, and Costs

· Each project has a projected budget of no more than $5,000.00. Your Scope of Work document should demonstrate effective and careful use of these funds. When you make cost estimates for your project, remember that although your budget is imaginary, your estimates must be realistic and based on research of actual costs.

· Using Microsoft Word or Microsoft Excel, under the title Tasks, Time, and Costs, create a table or spreadsheet with the following data columns:

· Task (activity that needs to be completed)

· Task Owner (person responsible for completing activity)

· Time to Complete (how long it will take to complete the activity)

· Assigned Resources (what is needed to complete the activity)

· Cost (cost of assigned resources for the activity)

· Be sure to show that the total cost of the project does not exceed $5,000.00.

Page 3: Project Schedule

· Using Microsoft Word or Microsoft Excel, create a realistic project schedule in calendar format. Use your Tasks, Time, and Costs information to develop your schedule.

· Extra-Credit Challenge: On a separate page, create a flow chart that gives a chronological description of the work to be accomplished. Flow charts can be completed using Microsoft Word. If you have access to and proficiency with Visio, you may also use that application to create a flow chart.

Page 4: Risk Assessment

· Perform a SWOT analysis of your problem solution to identify internal and external strengths and weaknesses.

· Using Microsoft Word or Microsoft Excel, create a chart of risk factors. Include the following information:

· Risk factor (brief description)

· Probability (high, medium, or low) that each risk will occur

· Degree (high, medium, or low) of how heavily the occurrence of this risk affects the success of the project

· Contingency plan (how you will handle or prevent this risk)

· Include a description of any necessary resources and additional costs.

Deliverables:

Three- to five-page Scope of Work document formatted professionally in Microsoft Word, including:

· Title page

· Project description

· Tasks, time, and costs

· Project schedule

· Risk assessment

Please note: In addition to saving it electronically for submission, collect all work you complete for all project tasks in hard copy in a project notebook.

Project Part 2 is due in Unit 7 and lab time will be provided to work on project tasks.

Project Part 3: Presentation (PORFOLIO)

Purpose

The purpose of this portion of the project is for you to create an oral presentation, accompanied by PowerPoint slides, to summarize your project.

Course Objectives and Learning Outcomes

· Articulate implementation plan for achieving goals.

· Demonstrate the ability to conduct research using electronic resources

· Demonstrate project planning and project management skills through successful completion of a final project.

Required Resources

· Computer with Microsoft PowerPoint

Project Logistics

Use all of the work you have done so far to plan your presentation.

· Organize the group and assign tasks. Capitalize on each group member’s strengths when assigning tasks and roles.

· Plan your presentation. Use pre-writing techniques such as brainstorming to begin the process. Try story-boarding your presentation in slide-sorter view at the outset to check for logical order, comprehensiveness, and flow.

· Develop a coherent, unified, professional presentation. Use design components such as animation, color, transitions, graphics, sound, video, and font style judiciously and consistently, in a way that supports rather than overtakes your narrative.

· Have a peer reviewer proof your presentation. A fresh set of eyes will catch things you may not.

· Practice delivery of your presentation. Focus effort on techniques. Do not forget about eye contact and attitude.

Deliverables

· Oral presentation of final project to class, with accompanying PowerPoint slides.

· Collaborative effort: full team involved

· Professional dress and demeanor for oral presentation

· No more than 15 slides in total

· Talking points recorded on notes pages

· Presentation should fully cover the initial three parts of a project: idea, definition, plan. At minimum, slides and narrative must include:

· Introduction (team name/members)

· Project problem statement/goal

· Project description

· Project schedule/timeline

· Task, time, cost summary

· Risk assessment

· Project review

· Lessons learned

· Submit your presentation as an email attachment to your instructor by Unit 11.

· You will give your presentation to the class during Unit 11.

· You will be graded using the following rubric.

Grading Rubric: PowerPoint Presentation
Assessment Categories	A STRONG	B EFFECTIVE	C-D DEVELOPING/ EMERGING	F NOT THERE YET
Ideas	Key Q: Did the presenter get the main points across in a clear, memorable way?
	Slides and narration convey the main ideas effectively with interest and style.	Slides and narration cover the main ideas satisfactorily.	Slides and narration convey main ideas somewhat clearly.	Unclear, uninteresting, or does not address main ideas adequately.
Organization	Key Q: Are slides arranged so that the class can understand and easily follow the ideas presented?
	Slides are well ordered, and they clearly and effectively convey the main ideas.	Slides are satisfactorily ordered and convey main ideas adequately.	Slides support the main ideas but could be more effectively organized.	Slides are poorly ordered, or are confusing or ineffective.
Voice/ register	Key Q: Do the slides and narration keep your interest and attention, and target the audience effectively?
	Slides and narration work together to compel interest and connect well with audience.	Slides and narration connect reasonably well with intended audience.	Slides and narration somewhat effective in connecting with audience.	Slides and narration may be unclear, inappropriate, or fail to connect with audience.
Visuals	Key Q: Do the images used convey a clear and interesting picture of the ideas?
	Well-chosen graphics effectively carry the message in a precise, interesting, and effective way.	Graphics are used appropriately to convey the message.	Graphics generally functional and appropriate but unexciting or nonspecific. Some choices may not work well.	Graphics may be ineffective or inappropriate.
Conventions	Key Q: How much editing is necessary to make this presentation really ready to share?
	Excellent command of spelling, grammar, punctuation. No errors.	Minor problems with spelling, grammar, or punctuation.	Noticeable and somewhat distracting errors in spelling, grammar, or punctuation.	Frequent errors make the text difficult to read and understand.

Laboratory

Unit 1 Lab 1: Email Lab Assignment

Course Objectives and Learning Outcomes

· Navigate ITT Tech resources, such as student email, the ITT Tech Virtual Library, and the ITT Tech Student Portal.

· Communicate information using Microsoft Office productivity tools and email.

Required Set up and Resources

· Computer lab with Internet access

Recommended Procedure

Using your ITT Tech student email account, you will email the instructor and your classmates and respond to peer email messages according to the following instructions.

· Email your instructor.

· Review the rules of Netiquette.

· Obtain your instructor’s email address.

· Access your ITT Tech email account.

· Compose a new email.

· In the “To” line, type your instructor’s email address.

· In the “cc” line, type your own email address.

· If you have one, add a non-ITT Tech email address to the “cc’” line as well.

· In the “Subject” line, type your full name, the number of this course (GS1145), the day and time of your course section, and Unit 1 (example: Brad Pitt GS1145 Monday PM Unit 1).

· Begin your message with an appropriate greeting or salutation.

· The body of the message must contain the following information:

· Contact information

· The email will include your ITT Tech and non-ITT Tech email addresses. Please provide your instructor with a cell phone number if you have one, and please note whether or not you can receive text messages on that number.

· Your school of study

· Your goal for this class

· Based upon what you know about GS1145 right now, what do you hope to accomplish by the end of this class? You may have several goals, but focus on and communicate one principal goal.

· Your concerns about this class, or about school in general

· Explain your uncertainty, worries, or questions about this class.

· What is one useful and/or interesting thing you have already learned in this class?

· Explain how you will use this new knowledge this quarter.

· End your message with an appropriate closing line.

· Use your full name as your signature.

· Spell-check your message before you send it.

· Email your peers.

· Obtain the email addresses of two of your classmates in GS1145.

· Access your ITT Tech email account.

· Compose a new email.

· In the “To” line, type the email addresses of your classmates.

· In the “cc” line, type your instructor’s email address.

· If you have one, add a non-ITT Tech email address to the “cc” line as well.

· In the “Subject” line, type Hello from, your full name, and the number of this course (example: Hello from Brad Pitt GS1145).

· Start your message with an appropriate greeting or salutation.

· The body of the message must contain the following information:

· Contact information

· Provide your classmates with your preferred email address, and, if you choose, a phone number.

· Request the following information:

· What is your program here at ITT Tech, and when will you graduate?

· What is the best way to contact you, and, if I miss a class, may I contact you to find out what I missed?

· End your message with an appropriate closing line.

· Use your full name as your signature.

· Spell-check your message before you send it.

· Answer email from your peers.

· Reply to the email messages you receive from your peers.

· Start your response with an appropriate greeting or salutation.

· End your message with an appropriate closing line.

· Use your full name as your signature, but also let your peers know what you would like them to call you.

· Spell-check your messages before you send them.

Deliverables

· Email to instructor providing specific information detailed in lab instructions.

· Email to peers providing specific information detailed in lab instructions.

· Email responses to peer emails received during lab.

Unit 2 Lab 1: Introductory Word Lab

Coordinates with Unit 2 Strengths and Challenges Reflection Assignment

Course Objectives and Learning Outcomes

· Communicate information using Microsoft Office productivity tools and email.

· Use selected productivity software tools to generate assignments and documents for individual portfolios.

Required Setup and Resources

· Computer with Internet access and Microsoft Word installed.

Recommended Procedures

· Create a new Word document.

· Open a new Word document.

· Save and title the document:

· Click the File tab then Save OR click the Save icon on the Quick Access Tool Bar.

· The Save As dialogue box will open.

· Name the file Strengths_and_Challenges_Letter.

· If you save on a school workstation, remember to also save your work to a flash drive or email a copy to yourself as an attachment.

· Save frequently as you work on the document.

· Set up your document specifications.

· Click the Home tab.

· In the Font pane, select the font Arial and font size 10 on the drop-down menus.

· In the Paragraph pane, locate the Line and Paragraph Spacing button.

· Pull down the line spacing menu by clicking button and select 2.0. This means double space.

· Click the Page Layout tab.

· Click the Margins button.

· Select Normal, Narrow, or Moderate.

· Click the Orientation button.

· Select Portrait.

· Click the Insert tab.

· In the Header and Footer pane, click Header.

· Select Blank. Word will create a header in your document.

· Click the Home tab.

· In the Paragraph pane, locate the Align Text Right button. Click the button to right-justify the header text.

· Click where you see the words “Type text” in the header. Type in the following information:

· Your full name

· Course number, day, and time (AM or PM)

· Your instructor’s name

· Today’s date

· Click the Design tab under Header & Footer Tools on the Ribbon. Click the red X at the far right of the Ribbon to return to the body of your document.

· You can access the header again when you need to by clicking the Insert tab, selecting Header, and clicking Edit Header. Alternatively, you can double-click on the header in your document.

· Draft your letter.

· You should be in the Home tab.

· Review the requirements for the assignment deliverable.

· You may want to brainstorm ideas or create an outline before you begin writing your letter.

· Write your letter in the workspace.

· Proofread your letter.

· Click the Review tab.

· Click the Spelling and Grammar button.

· Carefully review the correction options offered by the spelling and grammar checker.

· Remember that spell check will not catch all errors. A peer review is also a good idea!

· Save your work.

· Be sure to save your final letter by clicking the File tab then Save OR by clicking the Save icon on the Quick Access Tool Bar.

· Submit your assignment.

· Open your ITT Tech email account.

· Draft a brief email to your instructor.

· In the subject heading, write your name, the course number, day, and time (AM or PM), and Strengths Letter.

· Be sure to address your instructor appropriately and to spell-check your email content.

· Attach the completed letter and send.

Deliverables

Send a Word document containing your letter as an attachment in an email to your instructor.

Unit 3 Lab 1: Microsoft PowerPoint Lab

Coordinates with Unit 3 Assignment 3: Test Taking Skills and Peer Teaching Challenge

Course Objectives and Learning Outcomes

· Define terms and concepts related to strategies for technical professionals.

· Communicate information using Microsoft Office productivity tools and email.

· Use selected productivity software tools to generate assignments and documents for individual portfolios.

· Demonstrate project planning and project management skills through successful completion of a final project.

Required Setup and Resources

· Computer with Internet access and PowerPoint

Recommended Procedures

· Create a new PowerPoint presentation.

· Open a new PowerPoint document.

· Save and title the presentation.

· Click Save on the File menu OR click the Save icon on the Quick Access Tool Bar.

· The Save As dialogue box will open.

· Name your file Test_Strategies_nn, replacing nn with your initials.

· If you save on a school workstation, remember to also save your work on a flash drive, or email a copy to yourself as an attachment.

· Design your presentation: Select and apply a theme.

· Click the View tab.

· Select Slide Master.

· In the Edit Theme pane, click Themes.

· Select a standard theme for your presentation from the drop-down menu.

· Pass your cursor over the various theme options to see what they will look like when applied to your slides.

· When you find a theme you like, click to select it. This theme will then be applied to all the slides you create for your presentation.

· Click View again and return to Normal. You are now ready to begin building your presentation slide by slide.

· Create slides.

· Title slide

· Click the Home tab.

· Select a layout for your title slide (Title, or title and content).

· Type in your title.

· If you make a mistake, use the undo icon on the Quick Access Tool Bar to back up.

· Use the topic that you have selected from the text for your title. Topics available for this activity are:

· Controlling test anxiety

· What’s sleep got to do with it?

· Three types of testing responses

· Strategies for matching questions

· Strategies for true/false questions

· Strategies for multiple-choice questions

· Strategies for short-answer questions

· Strategies for essay questions

· Additional slides: assignment requirement is two to five slides in total.

· For each subsequent slide, click New Slide.

· Select a layout for your slide.

· Try adding a clip art illustration to a two-content layout in addition to words.

· Move your cursor over the icons to identify the clip art icon in either content box.

· Click the clip art icon to bring up the clip art search menu. Type in the picture you are looking for and hit Go.

· When you find an illustration you want to use, click on it to place it on your slide.

· Click and drag the picture to adjust placement on the slide.

· Click the small green circle to rotate the clip art.

· Click the circles on the perimeter of the clip art to adjust size.

· You may also want to try adding a picture to one of your slides.

· Add notes.

· Click the View tab.

· In the Presentation Views pane, click Notes Page.

· The Notes Page view will display, with the slide at the top and a space for you to enter notes below the slide.

· Click in the box below the slide to enter text.

· For each slide, enter talking points in the notes block.

· Talking points are brief sentences or phrases to help you remember what you want to cover. You will not read them when you present; you will refer to them to help you stay on point.

· Print your Notes pages.

· On the File menu, select Print.

· Under Settings, click the arrow next to Full Page Slides, and then under Print Layout, click Notes Pages.

· Click the Print button to print.

· View your presentation.

· Slide Sorter

· Click the View tab.

· Click Slide Sorter.

· Use this view to see thumbnails of your slides in order of presentation.

· Move slides by clicking and dragging to adjust the order of presentation.

· Notes Pages

· Click the View tab.

· In the Presentation Views pane, click Notes Page.

· The Notes Page view will display, with the slide at the top and a space to enter notes below the slide.

· Slide Show

· Click the Slide Show tab.

· To see your entire presentation, click the From Beginning button. Advance slides by clicking the mouse.

· Proof your presentation.

· Click the Review tab.

· Click the Spell Check button.

· Remember that spell check will not catch all errors. A peer review is also a good idea!

Submission Requirements

Submit a hard copy of the completed presentation to your instructor at the beginning of the next unit.

Your presentation will be graded according to the rubric on the next page.

Grading Rubric: PowerPoint Lab
Assessment Categories	A STRONG	B EFFECTIVE	C-D DEVELOPING/ EMERGING	F NOT THERE YET
Ideas	Key Q: Did the presenter get the main points across in a clear, memorable way?
	Slides convey the main ideas effectively with clarity, interest and style.	Slides cover the main ideas satisfactorily.	Slides convey main ideas somewhat clearly.	Slides unclear, uninteresting, or do not address main ideas adequately.
Organization	Key Q: Can the audience understand and easily follow the ideas in the order and form in which they are presented?
	Appropriate number of slides convey the main ideas in logical order.	Appropriate number of slides convey main ideas in reasonable order.	Slides could be more effectively organized. There may be one too few or a few too many slides.	Slides are poorly ordered or ineffective. There may be too few or too many slides to work well.
Visuals	Key Q: Do the images used convey a clear and interesting picture of the ideas?
	Well-chosen visuals effectively carry the message in a precise, interesting, and effective way.	Visuals are used appropriately to convey the message and add interest.	Visuals generally functional and appropriate but unexciting or nonspecific. Some picture choices may not work well.	Visuals may be ineffective or inappropriate.
Conventions	Key Q: How much editing is necessary to make this presentation really ready to share?
	Excellent command of spelling, grammar, punctuation. No errors.	Minor problems with spelling, grammar, or punctuation.	Noticeable and somewhat distracting errors in spelling, grammar, or punctuation.	Frequent errors make the text difficult to read and understand.

Unit 4 Lab 1: Microsoft Word Self-Portrait

Course Objectives and Learning Outcomes

· Use selected productivity software tools to generate assignments and documents for individual portfolios.

Assignment Requirements

Use the results of the self-assessments completed in class to create a one-page self-portrait in Microsoft Word. Your portrait should include information about your personality type, intelligences, skills, interests, attitude, outlook, goals, and abilities. Peers reviewing your portrait should be able to see what you bring to any task as a team member or partner, and how you might be expected to contribute to any class activity or assignment. Help others get to know what you have to offer by creating a dynamic and thorough portrait.

The completed self-portrait should demonstrate your proficiency in Word through your ability to design and produce a unique, informative, and interesting document. This document will become a part of your student portfolio. It is a living document that you will revise as you learn, change, and grow in skills and abilities throughout your program.

Your self-portrait may incorporate any of the following:

· Text

· Original writing

· Favorite quotations

· Graphics

· Graphic elements (line, color, shape, design)

· Photographs

· Clip art

· Original art

· Hyperlinks

· Do you have a profile on LinkedIn? A blog? Include a link for your readers.

Required Resources

· Computer with Microsoft Word installed

Submission Requirements

Submit a hard copy of the completed self-portrait to your instructor at the beginning of the next unit.

Unit 6 Lab 1: Time Zappers

Course Objectives and Learning Outcomes

· Navigate ITT Tech resources, such as student email, the ITT Tech Virtual Library, and the ITT Tech Student Portal.

· Use selected productivity software tools to generate assignments and documents for individual portfolios.

· Prioritize tasks that need to be accomplished for success.

· Evaluate self-performance in meeting a schedule to develop strategies for improvement.

Required Setup and Resources

· Computer with Microsoft Word installed, Internet access, and access to the ITT Tech Virtual Library and the ITT Tech Student Portal

Recommended Procedures

· Complete these two assessments in the ITT Tech Virtual Library Self-Assessment Library (Reference> Career Self-Assessment> Self-Assessment Library):

· What About Me/Other/21. What Time of Day Am I Most Productive?

· What About Me/Other/22. How Good Am I at Personal Planning?

· Print and review your assessment results.

· Make a list of the five biggest time-wasters in your life: the activities that “zap” your time and are non-productive. These are often things you enjoy doing.

· Write one well-organized paragraph describing a strategy for dealing effectively with these time zappers:

· How can you best manage, limit, or reassign very low-stakes tasks and activities that you enjoy, but for which you have little time?

· What time slots in your day lend themselves to use for these low-productivity items?

Deliverables

· List of five top time zappers

· One paragraph on your strategy to manage time zappers:

· 12-point Times New Roman or 10-point Arial font

· Double-spaced

· Well-structured paragraph with one topic sentence and several supporting sentences in logical order

· Print and turn in hard copy.

· You will be graded using the rubric on the next page.

Grading Rubric: Stand-Alone Paragraph
Assessment Categories	A STRONG	B EFFECTIVE	C-D DEVELOPING/ EMERGING	F NOT THERE YET
Ideas	Key Q: Did the writer address the issue and get the main idea across in a clear topic sentence?
	Clear identifiable topic sentence conveys the main idea effectively with interest and style.	Topic sentence contains and conveys main idea.	Topic sentence conveys main idea somewhat clearly.	No clear topic sentence, or does not address assigned topic.
Organization	Key Q: Is the paragraph arranged so that the reader can understand and easily follow the ideas presented, and do the supporting details reinforce the main idea?
	The supporting sentences are well ordered, and they clearly and effectively support the main idea with reasons, details, or facts.	There are at least two well-ordered detail sentences that support the main idea.	There are sentences that support the main idea.	No clear supporting sentences, or supporting sentences are ineffective.
Voice/register	Key Q: Does the writing keep your interest and attention, and does it target the right audience?
	Language and details of topic sentence and supporting sentences work together to compel interest and connect well with audience.	Language and supporting details connect reasonably well with intended audience.	Language and details somewhat effective in connecting with audience.	Language may be unclear, inappropriate, or fail to connect with audience.
Word choice	Key Q: Do the words and phrases convey a clear and interesting picture of the writer’s ideas?
	Well-chosen words effectively carry the message in a precise, interesting, and natural way.	Words are used correctly and appropriately to convey the message.	Word choice generally functional and appropriate but unexciting or nonspecific. Some word choices may not work well.	Words may be repetitive, incorrectly used, or inappropriate.
Sentence fluency	Key Q: Does the paragraph flow smoothly from sentence to sentence when you read it aloud?
	Well-built sentences move the reader through the text effortlessly.	In general, the text flows smoothly gets the job done.	Some sentences may be choppy, incomplete, or awkward.	Sentences are not well-formed and need additional work to flow.
Conventions	Key Q: How much editing is necessary to make this paragraph really ready to share?
	Excellent command of spelling, grammar, punctuation. No errors.	Minor problems with spelling, grammar, or punctuation.	Noticeable and somewhat distracting errors in spelling, grammar, or punctuation.	Frequent errors make the text difficult to read and understand.

Unit 9 Lab 1: Self-Portrait Revision (PORTFOLIO)

Course Objectives and Learning Outcomes

· Describe personal success strategies incorporating the need for change, study skills, overcoming challenges, and techniques of effective and efficient learners.

· Use selected productivity software tools to generate assignments and documents for individual portfolios.

· Use Microsoft Office productivity tools to revise self-portrait.

Required Setup and Resources

· Computer with Microsoft Word and a printer

Recommended Procedures

Begin with the one-page Strengths and Challenges Reflection letter in Microsoft Word that you created in Unit 2. Review it. In what ways have you changed since you created your initial strengths and challenges self-portrait? Think about what skills and knowledge you have gained this quarter, and how your portrait must change to reflect your growth. Make notes about the types of updates and changes you would like to make to more accurately capture everything you have learned.

Once you have reviewed, thought, and made notes, revise your self-portrait. The completed self-portrait document should demonstrate the growth of your proficiency in Microsoft Word in its design and execution. The content should reflect the ways in which you have learned, changed, and grown in skills and abilities this quarter. Your self-portrait should provide clear and convincing evidence of your technical, design, and written communication skills, and should serve as evidence of your personal growth and developing professional expertise. You may want to consider creating a chart or use some other creative way of comparing where you were when you started the course to where you are now within your Microsoft Word document.

Your self-portrait may incorporate any of the following:

· Text

· Original writing

· Favorite quotations

· Graphics

· Graphic elements (line, color, shape, design)

· Watermark

· SmartArt

· Photographs

· Clip art

· Original art

· Hyperlinks

· Do you have a profile on LinkedIn? A blog? Include a link for your readers.

· Add links to any original online work, such as web sites or pages.

Deliverables

· Revised self-portrait reflecting growth and change.

· Submit according to instructor requirements.