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Final Paper and Presentation ARE 5245: Program Development

DUE DATE FOR PAPER: Monday December 7th DUE DATE FOR PRESENTATIONS: November 30

For this assignment, students will write a formal proposal for a therapeutic or educational program that will serve as the final paper for the course. The paper should be written in APA format, including a title page and reference pages (see sample papers on pages 41 – 59 in 6th ed. of APA manual), and must follow the basic structure provided below. The subject matter is the student’s choice only constricted by some congruity with the course theme of curriculums and programs. The paper should be at least 15 pages long (excluding reference pages, title page, and visual examples) with a minimum of eight sources. Each student will deliver an accompanying semi-formal class presentation related to his or her paper that should be about 20 minutes in duration and should include visuals. Presentation times and dates will be assigned in class. A rubric outlining the criteria used for assessing the paper and presentation is provided along with this evaluation packet. Please attach or print a copy of this entire evaluation guide (all sides/sheets will be available on Blackboard) and attach it as the LAST pages of your paper.

Basic Format Requirements (add sub headings as necessary):

I. Title Page with Author’s Name and Affiliation II. Introduction (no heading necessary)

A.   Purpose of the Therapeutic/Educational/Adminstrative/Museum Program (Purpose Statement)

B.   Identification of Your Audience: Identify the organization or people that you are trying to convince to support/fund your proposed program. This can be included along with your purpose statement, if that suits your sensibilities in organizing your paper. While you should appropriately identify the audience that you are making “your pitch” to, you do NOT need to dwell on other ways that your program might be funded. This course is NOT about funding/grant writing.

C.   Need for the Program (Justification): Why is there a need for the program you are proposing; why should your audience support your proposal; why is it important?

D.   Definition of Terms: List and define any key terms that you think readers of your proposal will need to know prior to reading its content

E.   Brief Overview of the Proposed Program: In a brief paragraph, let the audience/reader know what is coming in the pages ahead; what they should be expecting

III. Background and Review of Literature Related to Chosen Topic

Using sub-headings as appropriate, discuss “just the facts, ma’am” about the existing literature related to the purposes of your therapeutic/educational program. For the most part, take a dispassionate stance in writing this section. You are merely introducing the facts, and are not yet interjecting your voice in a significant manner. Your review of literature should address, among other topics: A.   Theoretical Framework: Explain the theoretical framework from which you

are approaching this therapeutic/education project: humanistic, systemic, academic, social reconstructionism, a combination of theories, or otherwise (constructivism, feminism, etc.)

B.   Programs/Studies Directly Related: Briefly explain existing programs or studies that have addressed problems similar to the one that you will be addressing in your proposal. What aspects of these programs were successful? In what ways were the programs unsuccessful? Although you are primarily reporting “the facts” of these cases, you may briefly state how your proposed program will be different from, or improve upon these previous studies (IE how your proposed program will be shaped by those programs that have preceded it)

IV. Description of Your Program

A.   Description of the Setting: Explain the specific location for your proposed program (IE: the hospital, school, prison, museum, organization, city, or event where the program will take place)

B.   Description of Participants/Clients: Explain your targeted participants/clients as specifically as you can, whether this information relates to the age of students, specific special needs, specially selected participants, or random visitors to museums, cities, or events

C.   Description of Your Program In-Action (Procedures): The where, what, when, how and specific details of your curricular program in action. If your audience is going to fund your program, then they will want to know what happens during the course of your program . . . so be specific without using lesson plans (writing lesson plans is NOT an objective in this course). Many of the Blackboard articles that describe curricular programs in action can serve as excellent examples for this section. Those articles tend to describe what has happened in a particular program, while you will be describing what will happen.

V. Findings/Interpretation Not necessary for this proposal. Your data has not yet been collected. This course is NOT about program evaluation. You do NOT need to include a section on how your program will be evaluated.

VI. Summary/Conclusion

A.   Brief Summary of Purpose, Justification, and Proposed Procedures of Your Therapeutic/Educational Program

B.   Limitations: Discuss any unresolved problems and weaknesses of your proposed program. It’s better for you to admit what your program will not accomplish, rather than have your potential funding organization point it out to you.

C.   Suggestions for Future Programs or Adaptations to your Program: How might your proposed therapeutic/educational program serve as a springboard for future projects on this topic.

VII. Reference Page (APA Format)

See the attached rubric for specific criteria for assessment.

Rubric Program Development: Final paper Due Monday December 7th as a hardcopy in Jeff’s mailbox (Presentations on November 30th)

There are 96 total points embedded in the rubric above.

CATEGORY

Exemplary (16 points)

Intermediate (12 points)

Progressing (8 points)

Needs Improvement (4 points)

Format

The student follows the format provided by this Evaluation Packet and in the 6th edition of the APA manual. The student makes the use of this format abundantly clear through the use of appropriate headings and sub-headings. Content is appropriately placed within the correct sections of the given format.

The student follows the correct format provided in this Evaluation Packet/APA Manual. He/she makes this format clear through the use of headings and sub- headings. In terms of content within those sections, there may be some overlapping ideas that stray outside of the set boundaries established by the format (such as returning to an in-depth theoretical discussion based on existing related literature throughout the Procedures section).

The student follows the correct format provided by this Evaluation Packet/APA manual, but fails to make this process clear to readers by misusing or omitting the correct headings and subheadings. Some of the content within these sections is misplaced.

The student clearly strays from or omits the format provided by this Evaluation Packet/APA Manual. Much of the content within each section is misplaced.

References

The student uses at least 8 sources in his/her paper and uses correct APA formatting for in-text citations and the attached reference page.

The student uses at least 8 sources in his/her paper but does not always use acceptable APA formatting for in-text citations and the attached reference page.

The student uses a least 8 references but frequently misuses acceptable APA formatting for in-text citations or on an attached reference page. Citations are frequently misplaced.

The student uses less than 8 sources. A “needs improvement” grade will be assigned even if the format of these sources is correct. Additional points will be subtracted if a reference page is not included.

Literature Review

The Literature Review is accurate and of appropriate breadth and depth for the subject matter selected for investigation.

The Literature Review section is accurate and appropriate in length, yet may overlook minor or obscure details that would have had some relevance to the topic under investigation.

The Literature Review section is accurate, yet overlooks major details that have considerable impact on the development of the selected topic. (IE: Don’t compare the results of student artwork completed in teacher-centered, student- centered, and constructivist environments without first explaining these approaches and, perhaps, their origins in the first place.)

The Literature Review section presents inaccurate information or is not substantial in covering the topic in breadth or depth.

Curricular Problem/Purpose and Procedures

The stated curricular problem/purpose, along with the description of procedures, are clear, logical, and coherent. The proposed procedures are appropriate and match the goals of the curricular program. The overall proposal has no significant holes on a level appropriate for a beginning curricular specialist/graduate student.

The stated curricular problem/purpose could use some minor re-wording or expansion, but is generally clear and understandable, if not completely justified. The use of procedures is appropriate and congruent with the general sentiment expressed by the curricular problem/purpose. The curricular design is still on an appropriate level for a beginning curriculum specialist/graduate student.

The stated curricular problem/purpose does not match and is not addressed by the procedures described in the proposal. The justification of the program is somewhat unclear or insufficiently addressed. There may be some minor overlooked holes in the overall design of the proposed curricular program, which is slightly below an appropriate level for a graduate student.

The purpose or problem addressed by the proposed curricular project is unclear. There is a clear mismatch between the implied purpose of the curricular proposal and the stated use of procedures. There are significant holes in the overall design of the curricular project, which is below an appropriate level for a graduate student.

Craftsmanship (Quality of Writing)

The student uses complete sentences, proper spelling/grammar, and correct word usage appropriate for a college- level graduate course.

There are occasional lapses in spelling, grammar, and sentence structure that do not distract from the overall reading of the paper. The quality of writing is still appropriate for collegiate graduate students.

There are frequent errors in sentence structure, spelling, and grammar usage. These errors distract in reading the paper and leave occasional ideas unclear. The quality of writing is slightly below an appropriate level.

The quality of writing is typical of a rough draft that has not been proof-read, spell- checked, or was written quickly the night before the assignment was due. The quality of writing is below an appropriate level for graduate students.

Semi-Formal Presentation

The student thoughtfully plans and delivers an accurate presentation that is of appropriate length, incorporates visuals, and shows the student’s preparation and knowledge of the proposed curricular project. The student does not read large chunks of text directly from a PowerPoint slide or script, etc.

The student plans and delivers an accurate presentation that is of appropriate length and incorporates visuals or a display. Occasionally, the student relies on reading large chunks of text directly from a book, PowerPoint slide, script, etc.

The student plans and delivers an accurate presentation that is of appropriate length, but is lacking in incorporating meaningful visuals that contribute to the presentation. The student frequently relies on reading large chunks of text directly from a book, PowerPoint, slide, script, etc.

The presentation contains some inaccuracies, or is clearly deficient in scope or length. A grade of “needs improvement” may be assigned to presentations that do not use meaningful visuals. The student appears unprepared and relies almost entirely on reading large chunks of text from prepared sources.