You started your capstone phase by posting a first draft of your problem statement. While there will be many more drafts and revisions, having started the process of finding a topic is catapulting yourself forward in the doctoral program. It is of utmost importance that you consider the feedback from your instructor carefully. Every word matters!

Please keep revising your problem statement based on your instructor’s feedback. There will be many more revisions.

A problem can only be investigated in a capstone study if you have solid evidence that it exists.

In addition to you identifying the problem (for example, through personal communication at your local site), the problem must be considered a problem in the educational discipline by published research. Your work builds on, and adds to, the work other scholars have done. To determine if your research problem is current, you need to search the most recent peer-reviewed literature. At this point in your study, seek reference literature that has been published within the last 3 years.

The university library provides information on how to use Boolean terms to narrow your searches of recent peer-reviewed literature: https://academicguides.waldenu.edu/library/keyword/booleanLinks to an external site..

Your topic must be aligned to the specialization you enrolled in for your degree program.  For example, if your specialization is Curriculum, Instruction, and Assessment then your topic must focus on either Curriculum, Instruction, or Assessment. You would not be able to study “retention of biology professors at research universities” as a topic. A list of topics appropriate for your specialization is located on our website at: https://academicguides.waldenu.edu/research-center/program-documents/eddLinks to an external site.. Click on “Students Working on Prospectus Form”.

If in doubt, please reach out to your specialization coordinator. Their names and email addresses are also available on our website.

Before you search the literature, you should complete the lesson on “Critical Reading” which you can find at:

https://academicguides.waldenu.edu/academic-skills-center/success-strategies/critical-readingLinks to an external site.  

Please review the “Critical Reading for Evaluation” slide presentations which is located toward the middle of the page.

To prepare:

• Bookmark our website: https://academicguides.waldenu.edu/research-center/program-documents/eddLinks to an external site.
• Review the resources.
• Review the feedback from your instructor on your first-week discussion posting.
• Review the feedback from your instructor to your fellow students – most doctoral students go through the same thinking process and therefore, you will learn from feedback others received as well.

Instructions for Prospectus Form

1. Download the prospectus form from the EdD website:
   https://academicguides.waldenu.edu/research-center/program-documents/eddLinks to an external site.
   Click on “Students Working on Prospectus Form”
2. Name your file “Lastname, Firstname DQ Prospectus Draft 1 on (insert date).”
3. Print the appendix of the Prospectus Form and review the examples.
4. Read the instructions at the top and complete your name, student ID, and program/specialization. Ignore the other boxes for now.
5. Insert a working title even though you will change it at least a dozen times.
6. Start inserting the peer-reviewed, recent literature you have already read. Make sure to cite in APA7 (see Week 1 tutorial). Note that dissertations in ProQuest are not peer-reviewed. Try to have two or three articles for now.
7. Write your one-sentence problem statement without changing the sentence prompt in the form.
8. Insert the evidence of the problem. Any evidence needs to be publicly available (average test scores on district websites, college dropout rates on the Department of Education website, personal communication, etc.).
9. If you have solid evidence in form of data, insert a table with the data for the last 3 years (years are the rows of the table). The table needs to be in APA7. See the following website for more guidance: https://academicguides.waldenu.edu/formandstyle/apa/tablesfiguresLinks to an external site.
10. Understand our Academic Integrity Guidelines, including the appropriate and inappropriate use of AI Tools

 

 

 

• Walden University Library. (n.d.-b). Keyword searching: Finding articles on your topic: Connect keywordsLinks to an external site.. Walden Academic Guides. https://academicguides.waldenu.edu/library/keyword/boolean
• Walden University Capstone Form and Style. (n.d.). Tables and figures: HomeLinks to an external site.. Walden University Academic Guides. https://academicguides.waldenu.edu/formandstyle/apa/tablesfigures
• Walden University Office of Research and Doctoral Services. (n.d.-b). Doctoral prospectus resourcesLinks to an external site.. https://academicguides.waldenu.edu/research-center/program-documents/prospectus-resources
  • Note: Please refer to the EDD Prospectus Form link on this web page.

 

• OASIS: Academic Skill Center. (n.d.-a). Critical Reading Links to an external site. [Multimedia]. Walden University. https://academicguides.waldenu.edu/academic-skills-center/success-strategies/critical-reading
  • Note: Please review the “Critical Reading for Evaluation” slides which is located toward the middle of the page.
• Walden University Center for Social Change. (n.d.). Scholars of changeLinks to an external site. [Video].  https://academicguides.waldenu.edu/social-change/scholars-of-change
  • Go to the Walden Center for Social Changed and view videos about Walden’s Scholars of Change.
• Walden University, LLC. (2016e). Dr. Research: Review of literature [Multimedia]. Walden University Canvas. https://waldenu.instructure.com.
  Note: The approximate length of this media piece is 2 minutes

 

Problem statement

The problem that will be addressed through this study is that, despite implementing a comprehensive first-year seminar and peer mentoring program, approximately 40% of first-year students at a midsize public university drop out before reaching their sophomore year of college.

Competency 1 Assessment Instructions

You’re a business consultant, and your new task is to teach a group of interns how economic events impact economic activity and economic concentration. You’ve decided to present the information in writing with visual aids. (Tip: charts and tables would help illustrate data for the interns.)

Create a 2-part report.

Part 1: Economic Events & Activity Analysis

Review the Learning Resources folder.

Write a 500- to 750-word analysis assessing how 2 major economic events influenced supply, demand, and economic equilibrium in U.S. economic activity. Choose your 2 events from the list:

Rapid price increases (examples: the 1973 oil embargo; the aftermath of a major hurricane) Dramatic employment drops (example: the 2006 housing bubble burst and the Great Recession that followed) Crippling interest rates imposed by the Federal Reserve (example: 1975–1985) 1991 Collapse of the Soviet Union, the end of the Cold War, and the “peace dividend” The dot-com bubble from 1994 to 2000 and the dot-com crash that followed Part 2: Economic Concentration Evaluation

Select 1 economic concentration (or “cluster”) from the list:

Seattle-Tacoma-Olympia, WA aerospace/defense industry Advanced logistics and supply-chain hubs in the U.S. Write a 700- to 1,050-word evaluation of how your chosen economic concentration evolved. Specifically, focus on the role of the 4 factors of production. Complete the following in your evaluation:

Analyze how the economic concentration was influenced by competition and pricing. Analyze how the economic concentration influenced the supply chain. Analyze which of the 4 factors of production were the most and least important in determining the economic concentration. Predict changes you anticipate for the area of economic concentration you chose. Support your predictions. Note: You may need to do additional research outside of course resources for some of the above topics.

Cite your sources.

Make sure to give credit to any sources you use by including both in-text citations and a list of references. You can see how to do this in the APA 7 manual or in the University Library. Here’s a quick example: In-text citation example: According to Hubbart (2023), resistance to change is . . . Reference example: Hubbart, J. A. (2023). Organizational change: The challenge of change aversion. Administrative Sciences, 13(7), 162. https://doi.org/10.3390/admsci13070162 You don’t have to follow this citation style perfectly, but it’s important to show which ideas are yours and which come from other places when you’re doing your assignments. Make sure you have addressed all the parts of the grading rubric.

Note: To pass a competency assessment you must receive at least a Meets Expectations (ME). You can resubmit your competency assessment a maximum of 2 times. You will receive feedback for your competency assessment. Use that feedback to make improvements before revising and resubmitting. This is an opportunity to learn and build mastery.

ompetency 1 Assessment Instructions

Southwest Airlines is facing tough competition and needs to update how it handles HR—things like hiring, training, and keeping workers happy—to stay on top. They’ve decided to hire you as an HR consultant to help them update their current HR strategy. As a first step, you’ll need to get a better understanding of Southwest’s current HR practices.

Research Southwest Airlines’ current HR practices using information from public sources.

Complete the HR Design Decisions worksheet, where you’ll examine several key components of HR management.

The worksheet contains specific instructions for examining each HR element. Each of your evaluations should provide a rationale for your choice, supported by evidence from credible sources. This might include company reports, industry analyses, employee reviews, and academic resources.

Cite your sources. Use the References section of the worksheet.

Make sure to give credit to any sources you use by including both in-text citations and a list of references. You can see how to do this in the APA 7 manual or in the University Library. Here’s a quick example: In-text citation example: According to Hubbart (2023), resistance to change is . . . Reference example: Hubbart, J. A. (2023). Organizational change: The challenge of change aversion. Administrative Sciences, 13(7), 162. https://doi.org/10.3390/admsci13070162 You don’t have to follow this citation style perfectly, but it’s important to show which ideas are yours and which come from other places when you’re doing your assignments.

In this research paper, you will examine cultural and gender representation within a selected public sphere (e.g., media, politics, entertainment, gaming, or other public domains). Your goal is to analyze patterns of representation using sociological theory and research.

This paper must remain analytical and research-based. Personal opinion should be avoided in favor of sociological explanation supported by credible evidence.

Paper Content Requirements

Your research paper should include the following components:

1. Selected Public Sphere

Clearly identify the public sphere you have chosen (e.g., media, politics, entertainment, gaming, or another relevant public domain). Provide context for why this sphere is significant for studying representation.

2. Patterns of Representation

Describe patterns of cultural and/or gender representation within your selected sphere.You should:

• Use data and statistics to support your description
• Identify trends, disparities, or inequalities
• Provide evidence from credible research sources

3. Sociological Analysis

Analyze the patterns you identified using relevant sociological theories.You should:

• Clearly explain the theory or theories being applied
• Demonstrate how these frameworks help interpret your findings

4. Social Implications

Discuss the broader social implications of these representation patterns.Consider questions such as:

• How might these patterns shape public perception?
• What impact might they have on identity formation, opportunity, or power dynamics?
• Do these patterns reinforce or challenge existing social structures?

Support your analysis with scholarly and credible sources.

 

Writing and Formatting Expectations

• Maintain an analytical, research-focused tone.
• Avoid opinion-based arguments.
• Organize the paper with a clear introduction, body paragraphs, and conclusion.
• Integrate scholarly and credible sources throughout the paper.
• Include a properly formatted reference page.
• Follow the required citation style (e.g., APA, MLA, etc., as specified by your instructor).
• Proofread carefully for clarity and academic quality.

 

Submission Requirements

• Submit the completed research paper as a Word document (.doc or .docx) or PDF file, unless otherwise specified.
• Ensure all citations and references are properly formatted.

 

Evaluation Criteria

Your paper will be evaluated on:

• Clarity and depth of analysis
• Effective use of sociological theory
• Use of data and statistics
• Integration of scholarly sources
• Organization and writing quality
• Proper citation and formatting
• Review the rubric here 
• Download rubric here
• .

This assignment is designed to assess your ability to apply sociological frameworks to patterns of representation in public spaces and to support your analysis with credible research.

Research Paper Rubric – Cultural and Gender Representation in a Public Sphere

This rubric evaluates research papers analyzing cultural and gender representation within a selected public sphere (e.g., media, politics, entertainment, gaming). The rubric measures sociological analysis, theory application, use of data and scholarly research, organization, and academic writing quality.

Criteria	Exemplary (4)	Proficient (3)	Developing (2)	Beginning (1)	score
Identification of Selected Public Sphere	Clearly identifies and explains the chosen public sphere with strong contextual justification for studying representation.	Identifies the public sphere with some contextual explanation.	Public sphere identified but explanation of significance is limited.	Public sphere unclear, poorly explained, or missing.
Patterns of Representation (Use of Data and Statistics)	Thoroughly analyzes representation patterns using strong data, statistics, and credible research evidence.	Explains representation patterns with some supporting data or research.	Limited discussion of patterns with minimal data or evidence.	Representation patterns unclear or unsupported.
Sociological Theory Application	Clearly explains and effectively applies relevant sociological theories to interpret representation patterns.	Applies sociological theory with minor gaps in explanation.	Limited application of theory; connections to analysis are weak.	Theory missing or incorrectly applied.
Social Implications Analysis	Provides strong analysis of broader social implications including identity, power dynamics, and public perception.	Discusses social implications with some analytical depth.	Limited discussion of broader social implications.	Social implications missing or poorly explained.
Integration of Scholarly Sources	Effectively integrates credible scholarly sources throughout the paper.	Uses scholarly sources with minor integration issues.	Limited use of scholarly sources.	Minimal or no scholarly sources used.
Organization and Paper Structure	Paper is well organized with a clear introduction, logical body paragraphs, and strong conclusion.	Generally organized with minor flow issues.	Organization inconsistent or transitions weak.	Paper lacks clear structure.
Academic Writing Quality (Grammar, Clarity, Style)	Writing is clear, professional, and free of grammatical errors; strong academic tone.	Writing mostly clear with minor grammar issues.	Frequent grammar or clarity issues affect readability.	Writing unclear with significant grammar problems.
Citation and Formatting	All citations and references properly formatted according to required style.	Minor citation or formatting errors.	Several citation or formatting errors.	Citations missing or improperly formatted.
Total

Scoring Guide:

Exemplary: 29–32 | Proficient: 22–28 | Developing: 15–21 | Beginning: 8–14

MKP3 — MKP3 TASK 1: EMERGING TECHNOLOGY AND NURSING EDUCATION
EMERGING TRENDS AND CHALLENGES IN 21ST CENTURY NURSING EDUCATION — C922 PRFA — MKP3
Preparation Task Overview Submissions Evaluation Report
COMPETENCIES
7057.1.1 : Recognize Educational Developments
The learner recognizes the impact of trends, significant challenges, and developments in educational technology in higher education in the 21st century.
7057.1.2 : Propose Nursing Education Strategies
The learner proposes strategies for academic nursing education programs to address the current and future challenges faced by nursing practice.
7057.1.3 : Initiate Change
The learner collaborates with nursing leaders in diverse healthcare settings to initiate change through policy efficacy that strengthens nursing practice and advances the future of healthcare.
INTRODUCTION
Academic nurse educators serve an important role as leaders and agents of change within an organization, often a school of nursing. Many of the challenges in nursing education are the result of trends, clinical demands, and developments in educational technology in higher education in the 21st century. Within nursing education, there are also evolving technologies in healthcare, an expanding scope of practice, and legal-ethical issues, which all affect the quality and safety of patient care. Nursing program curricula must be continually revised to reflect these changes and ensure graduates from nursing programs are able to successfully enter the job market.
For this task, you will propose the integration of technology into curriculum to benefit an academic nursing education program. The change will be implemented in the course “The Role of the BSN Nurse in Promoting Community Health,” which was created in the previous MSNEDU courses. You will use five peer-reviewed articles published within the last five years to review current and emerging educational technologies recommended by professional organizations. Then you will use this information to identify and propose the new technology integration to support the curricular change. An analysis of organizational readiness for change to “The Role of the BSN Nurse in Promoting Community Health” should also be included.
Note: You must submit and pass C921 before submitting the task in C922.
REQUIREMENTS
Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the WGU similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation. See Understanding Similarity Reports for more information.
Grammarly Note:
Professional Communication will be automatically assessed through Grammarly for Education in most performance assessments before a student submits work for evaluation. Students are strongly encouraged to review the Grammarly for Education feedback prior to submitting work for evaluation, as the overall submission will not pass without this aspect passing. See Use Grammarly for Education Effectively for more information.
Microsoft Files Note:
Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in the task directions.Tasks maynotbe submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc. All supporting documentation, such as screenshots and proof of experience, should be collected in a pdf file and submitted separately from the main file.For more information, please see Computer System and Technology Requirements.
Sources used to support this assessment must be published within the previous 10 years, with the exception of legacy and seminal sources. Please carefully review the rubric for any exceptions.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Develop a formal proposal using the attached “C922 Curriculum Technology Proposal Template” that integrates the chosen emerging technology for a curricular change into the previously developed course, “The Role of the BSN Nurse in Promoting Community Health.” Do not modify or change the template contents or format.
A. Write an executive summary (suggested length of 1 page) that includes a synopsis of the key points of your proposal.
Note: The executive summary is written after you have completed your proposal.
B. Complete a literature review of your curriculum technology proposal on the use of technology in education by doing the following:
1. Complete the literature review summary table in the attached “C922 Curriculum Technology Proposal Template” using five peer-reviewed articles published within the last five years that support your curriculum technology proposal. Include your literature review summary table as Table 1, and reference Table 1 in the narrative where the literature review findings are discussed.
2. Synthesize your literature review findings, including all five peer-reviewed articles you reviewed in part B1 and how the articles support your specific technology proposal. Draw connections between similar articles, and highlight any dissimilar or contradictory findings, if applicable.
3. Based on your literature review, discuss the need for further research or development relative to the proposed technology.
C. Complete a needs assessment and examine the current technology challenges by doing the following: 1. Describe the process used to conduct a curricular technology needs assessment using a gap analysis as outlined in Table 2 in the attached “C922 Curriculum Technology Proposal Template.”. a. Identify three academic stakeholders (e.g., faculty, students, preceptors, IT personnel) and their roles in the gap analysis.
b. Explain methods of collaboration with stakeholders in interprofessional teams and why the methods would be effective.
2. Compare two current or emerging technologies by describing the advantages and disadvantages of each as they apply to “The Role of the BSN Nurse in Promoting Community Health.” 3. Discuss three challenges with the current state of technology in the course “The Role of the BSN Nurse in Promoting Community Health,” including examples for each challenge.
4. Explain how you will overcome the three challenges from part C3.
5. Summarize your findings of the curricular technology needs assessment.
a. Describe the collaboration with your stakeholders to reach a consensus on one technology from part C2.
D. Identify the emerging technology and complete a force field analysis to identify forces for and against your curriculum technology proposal using Table 3 in the attached “C922 Curriculum Technology Proposal Template.”
1. Collaborate with your preceptor and stakeholders to identify factors that could affect the adoption of your proposal by doing the following:
a. Analyze two internal and two external organizational factors that may facilitate or impede implementation.
b. Describe three forces that will facilitate integration of the identified emerging technology in the course “The Role of the BSN Nurse in Promoting Community Health.”
c. Describe three forces that will impede integration of the identified emerging technology in the course “The Role of the BSN Nurse in Promoting Community Health.”
2. Identify a change theory appropriate for your technology integration and adoption. a. Justify the selected change theory from part D2.
b. Describe potential resistance and barriers to the technology change.
c. Discuss how you plan to implement the change theory identified in part D2.
E. Write a conclusion focusing on the impact and significance of your proposal by doing the following: 1. Discuss the purpose and rationale of your proposal.
2. Explain how your proposal fills the identified curriculum needs gap.
3. Discuss why implementing this proposal is significant and the impact it will have on the broader field of nursing.
F. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
G. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! -_. * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
A:EXECUTIVE SUMMARY

NOT EVIDENT
An executive summary is not provided.
B1:LITERATURE REVIEW SUMMARY TABLE
NOT EVIDENT
A literature review summary ta ble is not provided.
B2:LITERATURE REVIEW FINDINGS
APPROACHING
COMPETENCE
The executive summary does not include a thorough synopsis of key points of the proposal.
APPROACHING
COMPETENCE
The literature review summary table provides only 1–4 articles. Or 1 or more of the articles are
not peer-reviewed, were not published in the last 5 years, or do not support the curriculum technology proposal. Or the lit erature review summary table is inaccurate. Or the articles refer enced in the narrative portion of the literature review are not in cluded in the literature review summary table, or the table is not provided and referenced as Table 1 in the curriculum proposal.
COMPETENT
The executive summary includes a thorough synopsis of key points of the proposal.
COMPETENT
The literature review summary table provides 5 peer-reviewed articles published within the last 5 years that support the curricu lum technology proposal. The lit erature review summary table is accurate. The articles referenced in the narrative portion of the lit erature review are included in the literature review summary table, and the table is provided and referenced as Table 1 in the curriculum proposal.

NOT EVIDENT APPROACHING COMPETENCE
COMPETENT

A synthesis of literature review findings is not provided.
B3:GAPS IN RESEARCH
NOT EVIDENT
A discussion of the need for fur ther research or development is not provided.
C1:GAP ANALYSIS PROCESS
NOT EVIDENT
A description of the needs as sessment process is not
provided.
C1A:STAKEHOLDERS
NOT EVIDENT
No academic stakeholders are identified.
The synthesis of literature re view findings does not include 1 or more of the 5 peer-reviewed articles, or the synthesis is unor ganized or not cohesive. Or the synthesis does not draw connec tions or highlight contradictions between the articles as applica ble. Or the synthesis does not build a convincing case for the technology proposal.
APPROACHING
COMPETENCE
The discussion is not supported by the literature review or does not demonstrate an accurate understanding of how further research or development is needed relevant to the pro posed technology.
APPROACHING
COMPETENCE
The description of the process used to conduct a curricular technology needs assessment using a gap analysis is inaccurate or incomplete.
APPROACHING
COMPETENCE
Only 1 or 2 academic stakehold ers are identified, or each of the stakeholders’ roles in the gap analysis are not identified. Or the identified stakeholders and
The synthesis of literature re view findings includes all 5 peer reviewed articles, and the syn thesis is organized and cohesive. The synthesis draws connections or highlights contradictions be tween the articles as applicable to build a convincing case for the technology proposal.
COMPETENT
The discussion is supported by the literature review and demon strates an accurate understand ing of how further research or development is needed relevant to the proposed technology.
COMPETENT
The description of the process used to conduct a curricular technology needs assessment us ing a gap analysis is accurate and complete.
COMPETENT
3 academic stakeholders and each of their roles in the gap analysis are accurately identified for the process.
C1B:METHODS OF COLLABORATION
NOT EVIDENT
An explanation is not provided.
C2:CURRENT OR EMERGING TECHNOLOGIES
NOT EVIDENT
A comparison is not provided.
C3:TECHNOLOGY CHALLENGES
NOT EVIDENT
A discussion of challenges is not provided.
roles are inaccurate for the process.
APPROACHING
COMPETENCE
The explanation includes only 1 method of collaboration within interprofessional teams, or the included methods would not be
effective. Or an explanation is not provided on how each method would be used or why each method would be effective in fostering collaboration.
APPROACHING
COMPETENCE
The comparison is not compre hensive, or it does not accu rately identify the advantages or disadvantages of 2 current or emerging technologies. The identified advantages and disad vantages of each technology do not include a description of their application to “The Role of the BSN Nurse in Promoting Community Health” course.
APPROACHING
COMPETENCE
The discussion does not accu rately address 3 challenges with the current state of technology, or it does not provide examples for each challenge.
COMPETENT
The explanation includes 2 or more effective methods of col laboration with the interprofes sional team. For each method, an explanation is provided on how the method would be used and why the method would be effec tive in fostering collaboration.
COMPETENT
The comparison comprehen sively and accurately identifies advantages and disadvantages of 2 current or emerging technolo gies. The identified advantages and disadvantages of each tech nology include a description of their application to “The Role of the BSN Nurse in Promoting Community Health” course.
COMPETENT
The discussion accurately ad dresses 3 challenges with the current state of technology and provides examples for each challenge.
C4:OVERCOMING CHALLENGES
NOT EVIDENT
An explanation of how to over come challenges is not provided.
C5:SUMMARY OF FINDINGS
NOT EVIDENT
The submission does not sum marize any findings.
C5A:COLLABORATION WITH STAKEHOLDERS
NOT EVIDENT
A description of collaboration with stakeholders is not
provided.
D:FORCE FIELD ANALYSIS
NOT EVIDENT
An emerging technology is not identified, and a force field
analysis is not provided.
APPROACHING
COMPETENCE
The explanation of methods to overcome the 3 challenges from part C3 is incomplete or irrele vant. Or the methods would be ineffective.
APPROACHING
COMPETENCE
The submission includes a sum mary of findings, but the findings are not relevant to the curricu lar technology needs. Or the summary does not use concise points related to the effective ness of the educational technol ogy in meeting the learning needs of students.
APPROACHING
COMPETENCE
The description of the collabora tion with stakeholders does not include the opinions, feedback, or opposition from stakeholders or how they reached the con sensus on 1 technology.
APPROACHING
COMPETENCE
The emerging technology is identified, but the force field analysis is incomplete or identi fies unrealistic forces for and
COMPETENT
The explanation of methods to overcome the 3 challenges from part C3 is complete and relevant, and the methods would be effective.
COMPETENT
The submission includes a sum mary of relevant findings of cur ricular technology needs, using concise points related to the ef
fectiveness of the educational technology in meeting the learn ing needs of students.
COMPETENT
The description of the collabora tion with stakeholders includes the opinions, feedback, and op position from stakeholders and how they reached the consensus on 1 technology.
COMPETENT
The emerging technology is iden tified, and the force field analysis is complete and realistically iden tifies forces for and against the
curriculum technology proposal
D1A:ORGANIZATIONAL FACTORS
NOT EVIDENT
An analysis of factors is not provided.
D1B:FORCES FOR INTEGRATION
NOT EVIDENT
A description of forces for inte gration is not provided.
D1C:CHALLENGES TO INTEGRATION
NOT EVIDENT
A description of forces impeding integration is not provided.
against the curriculum technol ogy proposal. Or the analysis is not completed in the attached “C922 Curriculum Technology Proposal Template.”
APPROACHING
COMPETENCE
The analysis includes fewer than 2 internal or fewer than 2 exter nal organizational factors that may facilitate or impede imple mentation. Or 1 or more of the factors are unrealistic.
APPROACHING
COMPETENCE
The description does not ad dress 3 forces that will facilitate integration of the identified emerging technology in the course “The Role of the BSN Nurse in Promoting Community Health.” Or 1 or more of the identified forces are unrealistic.
APPROACHING
COMPETENCE
The description does not ad dress 3 forces that will impede integration of the identified emerging technology in the course “The Role of the BSN Nurse in Promoting Community Health.” Or 1 or more of the identified forces are unrealistic.
using the attached “C922 Curriculum Technology Proposal Template.”
COMPETENT
The analysis includes 2 or more internal and 2 or more external organizational factors that may each realistically facilitate or im
pede implementation.
COMPETENT
The description addresses 3 forces that will facilitate integra tion of the identified emerging technology in the course “The Role of the BSN Nurse in Promoting Community Health,” and each identified force is realistic.
COMPETENT
The description addresses 3 forces that will impede integra tion of the identified emerging technology in the course “The Role of the BSN Nurse in Promoting Community Health,” and each identified force is realistic.
D2:IDENTIFICATION OF CHANGE THEORY
NOT EVIDENT
A change theory is not
identified.
D2A:JUSTIFICATION OF CHANGE THEORY
NOT EVIDENT
A justification of the change the ory is not provided.
D2B:POTENTIAL RESISTANCE TO TECHNOLOGY
NOT EVIDENT
A description of potential resis tance and barriers is not
provided.
D2C:PLANS TO IMPLEMENT CHANGE THEORY
NOT EVIDENT
The submission does not discuss a plan.
APPROACHING
COMPETENCE
The change theory identified is not relevant to or is inappropri ate for the technology integra tion or adoption.
APPROACHING
COMPETENCE
The justification of the selected change theory from part D2 is not research-based or does not include specific details that sup port the justification.
APPROACHING
COMPETENCE
The description of potential re sistance and barriers to the technology change is illogical or irrelevant to the technology change.
APPROACHING
COMPETENCE
The submission discusses an il logical plan to implement the change theory identified in part D2, or the discussion is not well supported or is inaccurate in de tail. Or the change theory is dif ferent from the one identified in part D2.
COMPETENT
The change theory identified is relevant to and appropriate for the technology integration and adoption.
COMPETENT
The justification of the selected change theory from part D2 is re search-based and includes spe cific details that support the justification.
COMPETENT
The description of potential re sistance and barriers to the tech nology change is logical and rele vant to the technology change.
COMPETENT
The submission discusses a logi cal plan to implement the change theory identified in part D2 with accurate and well-supported detail.

E1:PURPOSE OF PROPOSAL

NOT EVIDENT
A discussion of the rationale is
not provided.
E2:EXPLANATION OF PROPOSAL AND NEEDS GAP
NOT EVIDENT
An explanation of the proposal
is not provided.
E3:IMPORTANCE AND IMPACT OF PROPOSAL
NOT EVIDENT
A discussion about implementa tion is not provided.
APPROACHING
COMPETENCE
The submission does not discuss the purpose of the proposal, or the discussion includes a poorly supported rationale. Or the dis cussion does not focus on the impact or purpose of the pro posal. Or the discussion uses only general examples when ex plaining the purpose of the proposal.
APPROACHING
COMPETENCE
The explanation does not ad dress how the proposal will fill the identified curriculum needs gap or is not supported with evi dence from the needs-gap analysis, or the evidence is not relevant to the needs-gap analysis.
APPROACHING
COMPETENCE
The discussion does not address the significance of implementing the proposal, or the discussion does not provide facts or logical reasoning about the impact the proposal will have on the broader field of nursing.
COMPETENT
The submission discusses the purpose of the proposal and in cludes a well-supported rationale that focuses on the impact and purpose of the proposal. The dis cussion uses specific examples when explaining the purpose of the proposal.
COMPETENT
The explanation addresses how the proposal will fill the identified curriculum needs gap and is sup ported with evidence from the needs-gap analysis.
COMPETENT
The discussion addresses the sig nificance of implementing the proposal and provides facts and logical reasoning about the im pact the proposal will have on the broader field of nursing.

F:SOURCES

NOT EVIDENT
The submission does not include both in-text citations and a ref erence list for sources that are quoted, paraphrased, or
summarized.
G:PROFESSIONAL COMMUNICATION
NOT EVIDENT
This submission includes perva sive errors in professional com munication related to grammar, sentence fluency, contextual
spelling, or punctuation, nega tively impacting the professional quality and clarity of the writing. Specific errors have been identi fied by Grammarly for Education under the Correctness
category.
APPROACHING
COMPETENCE
The submission includes in-text citations for sources that are quoted, paraphrased, or summa rized and a reference list; how ever, the citations or reference list is incomplete or inaccurate.
APPROACHING
COMPETENCE
This submission includes sub stantial errors in professional communication related to gram mar, sentence fluency, contex tual spelling, or punctuation. Specific errors have been identi fied by Grammarly for Education under the Correctness
category.
COMPETENT
The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the au thor, date, title, and source loca tion as available.
COMPETENT
This submission includes satis factory use of grammar, sentence fluency, contextual spelling, and punctuation, which promote ac curate interpretation and understanding.

• SUPPORTING DOCUMENTS Curriculum Technology Proposal Template.docx

MODULE 1 DISCUSSION 1: DIFFUSION SIMULATION GAME (DSG) Technological innovations have been embraced by society to support daily activities. They reinvent the way people create, find, exchange, and think about information. Melinda Gates stated in her commencement address to Duke University students in 2013 that “Technology is just a tool. It’s a powerful tool, but it’s just a tool.” It is important to consider how you will use this tool in your career and personal life. Equally important is understanding the value of the innovation and how its implementation and adoption can change the workplace environment. Throughout the DSG, you will gain insight into how innovations spread, the value of peer interactions, and the importance of finding a purpose for the innovation that adds value to the workplace environment. To prepare: Read Pang et al. (2020) and Alsawaier et al. (2018) in preparation for the simulation activities and consider your role as a social change agent. Complete your first attempt at playing the DSG developed at Indiana University. Acting as a social change agent, your role will be to participate in the DSG. The goal of the DSG is to facilitate your comprehension of the diffusion of innovations theory proposed by Rogers (2003). Then, you will apply appropriate sequencing of diffusion strategies to influence school personnel to adopt an innovation. Complete your first attempt at playing the DSG and post the following: Describe what prior knowledge you have of the diffusion of innovations process. Analyze your role as a social change agent in the DSG. Include what questions arose while playing the game. Explain what you would do differently if the game had a “restart” button. DSG must be completed: https://diffusion.tedfrick.me

Play-Based Learning Leadership

This is for early years childhood (childcare) For a part of my portfolio (reflecting outcomes on my learning) Each reflection 700 word each. Guidelines: 1. Planning, Organizing, and Evaluating Play Based Observations Learning Outcome: Plan, organize and evaluate play-based observations Develop skills in leading practice, observations and understanding play Reflection Prompts: Planning and Execution: Reflect on your play-based observations. Evaluation: What worked well during the experience? What challenges did you face? How did you address these challenges? Leadership / Observation skills: How did leading/observing play build your confidence? Help you understand play? What skills did you develop in terms of managing a group of children, time, and resources? Next Steps: How will you adjust your approach in future play-based learning experiences and observations? Theory to Practice: identify and integrate theory as part of your reflective analysis. 4. Critiquing Indoor and Outdoor Learning Environments Learning Outcome: Critique the use of indoor and outdoor environments in encouraging creativity, including the use of STEAM (Science, Technology, Engineering, Arts, Maths) and digital learning. Reflection Prompts: Indoor Environment: Reflect on the indoor environment in your setting. How does it support creativity and learning? Did you integrate STEAM or digital learning in indoor activities? What was the impact? Outdoor Environment: How did the outdoor space contribute to creativity and learning? Were there any notable differences in how children engaged with the outdoors compared to indoors? Creative Use of Technology: How have you or your setting incorporated digital tools in ways that enhance learning? What are your thoughts on balancing traditional and digital approaches in early education? Suggestions for Improvement: How would you improve the use of these environments to foster more creative or diverse learning opportunities? Theory to Practice: identify and integrate theory as part of your reflective analysis

902.541 E-Portfolio Assignment

Programme: New Zealand Diploma in Early Childhood Eduaction and Care (Field-Based)(Level5)

Course: Professional Relationships

Course Code: 902.541

This assignment is entirely my own work, and I have not allowed any other student to copy it.

Signed: Nav Student’s name: Nav Ahuja

Scenario 1: (Teaching) Teaching A Māori Flag Colouring Activity (Maori Language Week)

Description of the Scenario: During Māori language week, I introduced a Māori flag colouring activity to support tamariki in engaging with te reo Māori and learning about the cultural significance of the Māori flag. The activity included a brief discussion about the symbolism of the flag- its red, black, and white colours representing the Earth, sky, and night, respectively. I choose these symbols from nature for young children to understand. Tamariki were encouraged to practice pronouncing māori words for colours, such as Whero (red), Mā (white), and mangu (black) while engaging in the task. This activity connected cultural education with creative expression, helping tamariki develop an appreciation for māori culture and language.

Significance: This activity was designed for three-year olds combined hands-on learning with cultural education. Aligned with the principle of Whakamana from Te whāriki, it empowered children to develop their skills and understanding while building confidence and fostering cultural identity (Ministry of Education, 2017). The flag colouring activity served as a meaningful way to bring these values to life.

Reflection: This activity also reflected Piaget’s cognitive development theory, involving concrete tasks that helped tamariki explore abstract ideas like symbolism through hands-on experiences (Piaget, 1972). Additionally, Vygotsky’s Zone of Proximal Development emphasised collaborative learning, as tamariki shared ideas and discussed the importance of flags (Vygotsky’s 1978). Through guided discussions and supported colouring, I scaffolded the learning process, helping them connect prior knowledge with new knowledge about the culture.

Link to Teaching Standard: This teaching scenario aligns with the ‘Teaching’ standard from Our Code Our Standards, which emphasises the need to “provide opportunities and support for learners to engage with, practice and apply learning to different contexts and make connections with prior learning” (Education Council New Zealand, 2017, p. 20).

• Engaging with and Applying Learning in Different Contexts: Through this activity, tamariki learned about the māori flag and its colours. They applied their understanding by colouring the flag and discussing the meaning behind its colours and shapes. This hands-on activity helped them explore māori culture in a fun creative way.
• Connecting to Prior Learning: The activity encouraged tamariki to use their knowledge of colours, shapes, and māori words. By including te reo māori, the task built on their existing familiarity with the language and helped them use it in a meaningful cultural context. This approach reflects a culturally responsive teaching style, allowing learners to connect what they already know with new cultural learning.
• Scaffolding Learning for Meaningful Engagement: I guided tamariki step-by-step, helping them understand the flag’s meaning, and practice māori words, and complete their artwork. This support ensured they stayed engaged and confidently applied what they learned.

Scenario 2: (Professional Relationships) Supporting A Smooth Transition For An Ākonga

Description of the Scenario: In my home centre, I conducted a parent interview to understand the aspirations and developmental goals for an ākonga transitioning from early childhood centre to primary school. The ākonga’s mother expressed that her primary aspiration was a smooth transition, especially since the ākonga would be entering a Samoan bilingual class. She emphasised the importance of developing foundational literacy skills, such as letter recognition and phonics, and gaining confidence in oral communication. Her family considers Samoan heritage extremely important. They also visit the church regularly and believe that these should remain as her identity.

Significance: This scenario highlights the importance of working closely with families to support children’s learning. The principles of Whānau Tangata and Manaakitanga from Te whāriki and Our Code Our Standards stress how partnerships with families contribute to inclusive, responsive learning environments (Ministry of Education, 2017; Education Council New Zealand, 2017). Through collaboration, I aligned the ākonga’s learning activities with her mother’s aspirations while honouring her cultural identity and preparing her for school.

Reflection: Using Vygotsky’s Zone of Proximal Development (1978), I introduced activities that build on her current abilities, like interactive games for letter recognition and phonics, combined with drawing tasks inspired by her interests. Guided by Piaget’s constructivist theory (1972), I designed play-based opportunities where the child could explore and develop her understanding of letters. These methods supported her developmental goals while respecting her individual pace of learning.

Link to Professional Relationships Standards: This scenario demonstrates a clear alignment with the ‘Professional Relationships’ standard, specifically the commitment to

“engage in reciprocal, collaborative learning- focused relationships” (Education Council New Zealand, 2017, p. 18).

• Engaging with Learners, Families, and Whānau: Through the parent interview, I established a reciprocal relationship with the ākonga’s family, ensuring their aspirations and cultural values contributed to the learning process. I fostered a learning-focused partnership that supported the ākonga’s transition. This was done by incorporating their feedback. This reflects the principles of Whanaungatanga, which emphasises building positive and collaborative relationships with families to enhance learning outcomes.
• Collaborating with Teaching Colleagues and Support Staff: To support the developmental goals of the ākonga, I collaborated with the other staff at my centre, to plan activities that aligned with their aspirations. For example, we shared strategies for integrating early literacy skills into everyday play and routines, to ensure consistency across the teaching team, reinforcing a collective approach to meeting the needs of the learner.
• Connecting with Community and Cultural Groups: Understanding the ākonga’s cultural context, I explored ways to integrate Samoan language and cultural practices into the curriculum. I consulted with community leaders and accessed resources that supported bilingual education, ensuring the akonga’s heritage was honoured. This reflects the commitment to engage with community agencies and groups to enrich the learning environment and prepare the ākonga for a Samoan bilingual classroom.

By building these relationships, I upheld the ethical responsibility outlined in Our Code Our Standards to create inclusive, culturally responsive environments that empower learners and their whānau. This approach not only supported the akonga’s transition but also strengthened the partnership between the ECE centre and the wider community.

Assignment Structure

1st Scenario

1. You will begin by describing your scenario.( 100 words)

2. You will then explain why this event was significant and how this has caused you to reflect on and adapt your practice drawing upon appropriate literature to support your discussion. If you are building on a previous scenario, you will explain how this scenario relates to the first one. (100 words )

3. You will clearly explain how this event and your learning links to your chosen standard/s (100 words)

4. You will then briefly describe how your evidence relates to your scenario. (100 words)

5. You will also identify how your scenario and evidence demonstrate how you meet aspects of the Code of Professional Responsibility. (100 words).

(Scenario 1= 500 Words)

Scenario 2

1. You will begin by describing your scenario.( 100 words)

2. You will then explain why this event was significant and how this has caused you to reflect on and adapt your practice drawing upon appropriate literature to support your discussion. If you are building on a previous scenario, you will explain how this scenario relates to the first one. (100 words )

3. You will clearly explain how this event and your learning links to your chosen standard/s (100 words)

4. You will then briefly describe how your evidence relates to your scenario. (100 words)

5. You will also identify how your scenario and evidence demonstrate how you meet aspects of the Code of Professional Responsibility. (100 words).

(Scenario 2 = 500 Words)

Scenario 3

1. You will begin by describing your scenario.( 100 words)

2. You will then explain why this event was significant and how this has caused you to reflect on and adapt your practice drawing upon appropriate literature to support your discussion. If you are building on a previous scenario, you will explain how this scenario relates to the first one. (100 words )

3. You will clearly explain how this event and your learning links to your chosen standard/s (100 words)

4. You will then briefly describe how your evidence relates to your scenario. (100 words)

5. You will also identify how your scenario and evidence demonstrate how you meet aspects of the Code of Professional Responsibility. (100 words).

(Scenario 3 = 500 Words)

(Three scenarios will be total 1500 words Focus on three scenarios only)

902.541 Marking Task 

Project CH7100

Assessment profile

The project is worth 60 credits (1/3 of your MSc)

A major piece of independent research

Can you apply what you have learnt in the taught modules?

Report – 70%
Blind double marked

Presentation – 15%
Double marked / questioned

Mark for performance – 15%
Meetings, engagement and lab book (log book)

Project preparation – timetable

February 20th  

Introductory briefing

Monday March 9th
Distribute project titles
One list of titles only
Project details available on Canvas

DEADLINE Monday March 23rd 13:00

You make FIVE choices 

MS Forms link for project selection will be on Canvas

No more than ONE choice from any single supervisor or supervisor pairing.

Students who do not comply with these simple instructions will have a random project allocated to them.

Late applications will be allocated any remaining projects.

March 31st

Project allocation 

March 17th  Deadline for project pack & proposal submission + chemical orders.

The Project Pack

The project pack should be submitted on Canvas by the May 17th

The project pack contains the following sections which you must read and understand

1.    Health and Safety Agreement
2.    HSSCE Research and Teaching Laboratories H&S Rules:
3.    HSSCE Lab Coat Policy
4.    Outline of research/project proposal
5.    Technician Details
6.    General (Physical Hazard) Risk Assessment
7.    COSHH Risk Assessment Form
8.    Overnight Form
9.    How to order Project Materials
10.    Order Form

The Project Pack: Lab Based Projects

In addition to the above, students carrying out laboratory based projects must complete the following
7.    COSHH Risk Assessment Form
8.    Overnight Form
9.    How to order Project Materials

Reminder:  the completed project pack must be submitted by the 17th May

Project start – timetable

May 19th
AM – Project launch event
PM – SciFinder & Refworks training

May 26th

AM – Lab inductions

May 26th – July 24th
Labs open from 9:00 – 4:30
39 days (293 hours maximum)

Required to do a MINIMUM of 200 hours of practical work (~30 days) Reality Check! July 23rd last day for new work!

Project presentation & finishing lab work

July 27th  – July 28th
Emergency days!
Supervisors will have to be in the lab with you!
No technical support!
There will be NO EXTENSIONS past July 28th

Thesis submission 

August 21st
Deadline for draft submission direct to supervisor.
No draft = 10% Penalty

September 10th
Deadline for submitting project report
Submission on Canvas for plagiarism checking.

WNI853 Academic Study Techniques Assignment Brief

Learning Outcomes And Assessment Criteria

Indicative Content

The following content is to be included in the delivery of the unit.