assignment

HSDD 6000 – Developmental Disabilities Masters Research Project
Semester and Year: Winter 2023

I. Course Information
Semester and Year: Winter 2023
Course Start and End Dates: 01/04/2023 – 04/30/2023
Course CRN and Section: 31049 – L02
Building and Room: Online Venue – CANVAS

II. Instructor Information
Professor: Adela Beckerman Fontana
Email: beckerma@nova.edu
Phone: 954-675-3723

If the instructor cannot be reached, please contact the Department offering this course.

III. Class Schedule and Location
Day Date Time Location Building/Room

01/04/2023 – 04/30/2023 Programs On-line Online Venue-CANVAS

IV. Course Description
In this course, students are expected to work with a faculty member advisor to complete a research
project in which they will design a social service program targeting individuals with developmental
disabilities or will evaluate an existing program that serves developmentally delayed individuals. Program
design and evaluation methodology, analytic thinking, and writing skills will be infused throughout the
curriculum to prepare students to complete this research project. Specific deadlines will be provided so that
the student can complete the project in a timely manner. Prerequisite: HSDD 5000.

V. Course Objectives / Learning Outcomes
1) Apply knowledge in a specific area within the field of developmental disabilities by conducting a
research project consisting of either a program design or program evaluation.
2) Gain experience in designing or evaluating a program within the field of developmental disabilities.

VI. Materials and Resources
Book Url: NSU Book Store
Course Required Texts and Materials:
American Psychological Association. (2019). Publication Manual of the American Psychological
Association (7th ed.). Washington, DC: Author. ISBN: 978-1-4338-3217-8
Calley, N. (2010). Program Development in the 21st Century: An Evidence-Based Approach to
Design, Implementation, and Evaluation. Sage Publications:Thousand Oaks.
Course Supplemental Materials:
Bolman, L.G. and Deal, T.E. (2008). Reframing Organizations, (4th ed.). San Francisco, CA: Jossey-
Bass.

Generated: 12/16/2022 Page 1 of 17

http://nsubooks.bncollege.com/webapp/wcs/stores/servlet/TBListView?cm_mmc=RI-_-298-_-A-_-1&catalogId=10001&storeId=10055&langId=-1&termMapping=Y&courseXml=

http://www.nova.edu/studentaffairs/

Fitzpatrick, J. L., Sanders, J. R., and Worthen, B. R. (2010). Program evaluation: Alternative
approaches and practical guidelines (4th ed.). Prentice Hall.
Greenberg, J. (2005). Managing behavior in organizations. Upper Saddle River, NJ: Pearson
Education
Harvey, C. and Allard, J. (2005) Understanding and managing diversity (3rd ed.) NJ: Pearson-
Prentice Hall.
Heifetz, R. (2003) Leadership without easy answers. Cambridge, MA: Harvard University Press.
Kettner, P. M., Moroney, R. M., & Martin, L. L. (2008). Designing and managing programs: An
effectiveness-based approach (3rd ed.). Thousand Oaks, CA: Sage.
Knowlton, L. W. & Phillips, C. C. (2009). The logic model guidebook: Better strategies for great
results. Thousand Oaks, CA: Sage Publications, Inc.
Patton, M. Q. (2008). Utilization-focused evaluation (4th ed.). Thousand Oaks, CA: Sage Publications.
Patton, M. Q. (2001). Qualitative research & evaluation methods (3rd ed.). Thousand Oaks, CA: Sage
Publications.
Ridge, J. B. (2010). Evaluation techniques for difficult to measure programs: For education,
nonprofit, grant funded, business and human service programs. Xlibris Corporation.
Rossi, P. H., Lipsey, M. W., and Freeman, H.E. (2004). Evaluation: A systematic approach (7th ed.).
Thousand Oaks, CA: Sage Publications.
Sanders, J. R., and The Joint Committee on Standards for Educational Evaluation. (1994). The program
evaluation standards: How to assess evaluations of educational programs (2nd ed.). Thousand Oaks,
CA: Sage Publications.
Smith, M. J. (2010). Handbook of program evaluation for social work and health professionals.
New York, NY: Oxford University Press, Inc.
Shufflebeam, D. L. (1983). The CIPP model for program evaluation. In G. F. Madaus, M.
Scriven, & D. L. Stufflebeam (Eds.). Evaluation models (Chapter 7, pp. 117-141). Boston: Kluwer-
Nijhoff.
Wholey, J. S., Hatry, H. P., and Newcomer, K. E. (2010). Handbook of practical program evaluation
(3rd ed.). San Francisco, CA: Jossey-Bass.
Section Required Texts and Material:
American Psychological Association. (2020). Publication Manual of the Psychological
Association. (7th ed.). Washington DC: American Psychological Association.

Calley, N. (2010). Program Development in the 21st Century: An Evidence-Based Approach to
Design, Implementation, and Evaluation. Sage Publications: Thousand Oaks.

VII. Course Requirements
Review all course materials.
Complete all assignments.
Review feedback from the instructor and respond to all comments.
Revise and resubmit each assignment, if requested.

VIII. Course Schedule and Topic Outline
Class schedule subject to modification, but not without prior notification.
Course Schedule:
All assignment due dates are provided within the Canvas course.
If a student has a conflict or extreme difficulty meeting assignment due dates, please contact the instructor
as soon as possible to arrange for alternate, mutually agreed upon due dates.
Course Schedule:

Week Topic Readings &
Objectives

Assignments

Generated: 12/16/2022 Page 2 of 17

#1
1/4/23

Introduction and
overview to the
course
How to decide on a
topic for your
project

Read Chapters 1 and 10
in Calley
Objectives 1 & 2

First chat, Wednesday, 1/4/, at 8:00
pm Eastern Time via Zoom link in
the course menu.
In this course you will develop a
program, an example of which is
provided in course content. You will be
going through the steps this semester.
We will discuss this in the first chat.
Please post information about yourself in
the Discussion Section of Canvas, under
“Meet Your Classmates.”
Assignment: Due 1/10
Email the instructor, in Canvas, the
name of the program you will be
proposing, its proposed location, and
a one-paragraph description of the
proposed program.

#2
1/11

Introduction and
statement of the
problem

Read Chapter 2
in Calley
Objectives 1 & 2

Part 1. Assignment A due 1/17
·Submit title of proposal
·Submit statement of the problem
including:
1)Identified problem
2)Target Population to your Project
Director for approval.

#3
1/18

Significance of
topic to the field of
Developmental
Disabilities

Review “Writing
Program Proposals”
Objectives 1 & 2

Part 1. Assignment B due 1/24
Paragraph summary of the significance
of topic selected to the field

#4
1/25

Literature Review
with Integrated
Conceptual
Framework

Read Chapter 3
in Calley
Objectives 1& 2

Part 1. Assignment C due 1/31
Literature Review

#5
2/1

Program Needs
Assessment

Objectives 1& 2 Part 1. Assignment D due 2/7
Needs Assessment for Program
Please see assignment details where it
states “Needs Assessment” below.
Chat #2 on Wednesday, 2/1, at 8:00
pm Eastern time via Zoom link in
the course menu.

Generated: 12/16/2022 Page 3 of 17

#6
2/8

Program Mission
Statement, Goals,
and Objectives

Read Chapters 4-5 in
Calley and [1]
Objectives 1& 2

Part 2. Assignment E due 2/14
Description of Program Philosophy and
Mission
Note: Please use the following
subheadings:
Mission Statement/Narrative.
Goals and Objectives.
Goal 1
Objective 1.
Objective 2.
Objective 3.
Goal 2
Objective 1.
Objective 2.
Objective 3.
Goal 3
Objective 1.
Objective 2.
Objective 3.

#7
2/15

Program Logic
Model

Read Chapters 5-7
in Calley
https://fyi.extension.wisc
.edu/programdevelopme
nt/logic-models/bibliogra
phy/
Objectives 1& 2

Part 2. Assignment F due
2/21. Program Logic Model
(Suggestion: Use Figure 5.1, p. 149
in Calley as template.)

#8
2/22

Marketing Review Chapter 5 in
Calley and
http://managementhelp.o
rg/freenonprofittraining/
marketing-plan.htm
Objectives 1 & 2

Part 2. Assignment G due 3/7
Submit your Marketing Plan for your
program. See “Marketing Plan” section
below for guidelines.

Spring Break: 2/27-3/5

#9
3/8

Program Funding
& Budget

Read Chapter 8 in
Calley
Objectives 1 & 2

Part 2. Assignment H due 3/14
Description of program funding and
budget. See “Sample Budget” and
assignment guidelines below.

#10
3/15

Physical
Environment and
Program Personnel

Review Chapter 6 in
Calley
Objectives 1, 3

Part 2. Assignment I due 3/21
Description of Physical Environment
and Program Personnel. See guidelines
specified below
Chat #3 on Wednesday, 3/22, at 8
pm Eastern time via Zoom link in
the course menu.

Generated: 12/16/2022 Page 4 of 17

file:///C:/Windows/TEMP/applewebdata%3A//2DC08072-9BC9-44DE-B6EE-6F33EBF49188#_ftn1

https://fyi.extension.wisc.edu/programdevelopment/logic-models/bibliography/

http://managementhelp.org/freenonprofittraining/marketing-plan.htm

#11
3/22

Program
Methodology &
Procedures

Objective: 1 Part 3. Assignment J due 3/28
Submit narrative of program
methodology and program procedures.
See “Sample Supplementary Materials”
and assignment guidelines specified
below.

#12
3/29

Program
Evaluation

Read pp. 19-20, 83-84,
11-119, 145-153, and
335-370 in Calley
Objectives 2, 4

Part 3. Assignment K due 4/4
Program Evaluation Procedures. See
(1) “Sample Analysis/Results,” (2)
“Sample Evaluation Plan,” and (3)
Assignment guidelines below.

#13
4/5

Program Strengths,
Limitations, and
Future Directions

Objective 2 Part 3. Assignment L due 4/11
Description of strengths, limitations, and
future directions. See assignment
specifications below

#14
4/12

Final Program
Design Document
Completed

Objectives 1 & 2 Part 3. Assignment M due 4/18 See
“Sample Final Document”
Final Program Proposal with
feedback provided throughout the
course via assignments is due 4/18

The latest date the final report (Assignment M) should be received by the instructor for this
semester is April 18, 2023.
If your final report (Assignment M) is not approved, the professor will let you know within
several days of submitting your final report.
Your final report must be received by the program before a grade will be submitted. The
instructor will submit your final report, as a PDF file, to the Program Office.

[1]https://topnonprofits.com/examples/nonprofit-mission-statements/

IX. Instructional Methods
Discussion posts, emails, chats, and instructional resources provided. Feedback via written commentary
on each assignment.

X. Assignments
Assignment # 1: Program Rationale and Purpose-Due Dates Indicated Under Items # 1-6 (30
points total)

Designing a program is a multi-step process which includes building a rationale for the purpose of your
program in order to gain support from decision makers. It is important to include a well thought out
rationale and comprehensive literature review that accurately describes the problem, explains the relevance
of the proposed program to the identified population and its potential impact, as well as includes a needs
assessment that supports the need for funding and development of the proposed program.

A) Prior to beginning the project, all topics must be approved by your Project Director. The student will
submit a 1-2 page narrative describing the following:

Identifying an issue in the field of developmental disabilities and describe the problem in some detail
(e.g. “Creation of a obesity prevention program for children with intellectual disabilities as a result of
high rates of obesity in this population”).
How it this problem currently being addressed in the field? Explain whether you believe this is
sufficient.

Generated: 12/16/2022 Page 5 of 17

file:///C:/Windows/TEMP/applewebdata%3A//2DC08072-9BC9-44DE-B6EE-6F33EBF49188#_ftnref1

https://topnonprofits.com/examples/nonprofit-mission-statements/

Is this emerging project feasible (“do-able”)?

Assignment A (5 points total)

Criteria

0-1 points 2 points 3 points

Statement of
Problem and
Identified
Population

Student does not
identify an
appropriate issue
in the field
and/or does not
provide
description

Student identifies an issue but
does not describe the problem in
detail and/or does not cite the
literature to support

Student identifies an issue in the
field of developmental
disabilities and describes the
problem in detail with literature
to support

0 points 1 point 2 points

Discussion of
how the problem
is currently being
addressed in the
field and project
feasibility

Student omits
discussion of
stated problem
and/or project
feasibility

Some mention of how the
problem is being addressed is
provided, but is lacking in depth
or there is no discussion
regarding the feasibility of the
student’s proposed project.

Student discusses how problem
is being addressed in the field,
with literature to support, and
provides a discussion of how the
emerging project is thought to
be feasible

Total /5

B) Students will then submit a minimum of a one page narrative discussing the significance and relevance
of their chosen program in the field of developmental disabilities. In addition, the student will discuss the
impact of their program on the target population, locally in the community, and nationwide.

Assignment B (5 points total)

Criteria 0-1 points 2 points 3 points

Significance
of Program
in the Field

Student does not
adequately
discuss the
significance and
relevance of their
chosen program

Student submits a narrative but
does not meet the page
requirement and/or does not
adequately discuss the
significance and/or relevance of
the chosen program

Student submits a minimum of a one
page narrative, providing a thoughtful
discussion of the significance and
relevance of their chosen program in
the field of developmental disabilities

0 points 1 point 2 points

Impact of
the
Program

Student omits
discussion of the
impact of the
program on the
target population

Student provides cursory
mention of the impact of their
program on the target
population

Student discusses the impact of their
program on the target population,
locally in the community, and
nationwide, with data/literature to
support.

Total /5

C) The student will submit a comprehensive literature review that should relate the main themes identified
in the literature related to the topic/problem to be addressed via the development of your program. It should
not be a series of summaries of the various sources you have identified, but rather should inform the reader
of the conclusions that can be drawn from the literature, with the sources cited supporting the conclusions.
You should include a minimum of 10 references in your literature review and a minimum of 8 pages in

Generated: 12/16/2022 Page 6 of 17

length. The program rationale and/or hypotheses should logically follow from the conclusions of this
section. When citing the literature, please remember to follow APA style.

Assignment C (10 points total)

Criteria 0-1 points 2-4 points 5-6 points

Literature
Review

Student presents a
series of article
summaries and does
not relate the main
themes identified in
the literature to the
topic/problem.

Main themes
are identified
and
conclusions
are drawn
from the
literature;
however, the
program
rationale
and/or
hypotheses do
not logically
flow from the
conclusion

Literature review is provided that clearly relates
the main themes identified in the literature to the
topic/ problem. The review informs the reader of
the conclusions that can be drawn from the
literature and presents an rationale for the program
based on those conclusions.

0-1 points 2 points 3-4 points

APA style
and
References

Sources are not
provided supporting
the conclusions and/or
many errors in APA
style are evident.
Most sources are not
from peer-reviewed
journal articles and/or
are not considered
credible sources (e.g.,
Wikipedia)

Student does
not meet the
page limit and
provides less
than 10
references in
their literature
review and/or
a some errors
in APA style
are evident.

Student includes a minimum of 10 references,
follows APA style, and meets the page
requirement. The majority of references are
articles from peer-reviewed journals.

Total /10

D) Create a needs assessment plan for your proposed program, including approaches to measurement and
methods of data collection and analysis. Your needs assessment should be able to answer the following
questions:

Who is the priority population?
What are the needs of the priority population?
Which subgroups within the priority population have the greatest need?
Where are these subgroups located geographically?
What is currently being done to resolve identified needs?
How well have the identified needs been addressed in the past?

The questions outlined above can be answered by incorporating the following steps: determining the
purpose and scope of the needs assessment, gathering data, analyzing the data, identifying the factors
linked to the problem, identifying the program focus, and validating the prioritized needs. Please be sure to
outline your needs assessment in this manner in order to fully answer the questions listed above.
Students are expected to produce a minimum of 5 pages, cite references, and use APA style throughout.

Assignment D (10 points total)

Generated: 12/16/2022 Page 7 of 17

Criteria

0-1 points 2-3 points 4-5 points

Plan for
Program
Needs
Assessment

Student did not provide a
plan to conduct a
program needs
assessment

Students provides a plan to
answer most, but not all, of
the questions listed in the
assignment description

Student provides a
comprehensive plan to conduct
a needs assessment, which is
designed to answer all of the
questions provided (i.e. a-f)
using appropriate methods

0-1 points 2-3 points 4-5 points

Approaches
to
measurement
and methods
of data
collection
and analysis

Students does not
include approaches to
measurement and
methods of data
collection and analysis in
their needs assessment
plan

Student mentions data
collection, but does not
explicitly describe the
methods of data collection
that will be used in the
planned needs assessment

Student identifies and describes
the approaches to measurement
and methods of data collection
and analysis which will be used
in their planned needs
assessment.

Total /10

Assignment 1 Points:
Statement of Problem and Identified Population 5 points
Significance of Program in the Field 5 points
Literature Review 10 points
Needs Assessment 10 points
Total Points for this assignment 30 points
Assignment # 2: Program Planning-Due Dates Indicated Under Items # 1-6 (30 points total)

In order to successfully implement your proposed program, you must plan spend a considerable amount of
time planning the mission and goals of the program as well preparing a logical model, marketing plan,
formulating a budget as well as the personnel needed and physical environment where the program will
take place. Successful programs have detailed plans of the resources that will be needed to implement the
program and reach the targeted population.

E) Students will formulate a mission statement or a brief narrative that describes the general focus of the
program that includes the intent and philosophy driving it. In addition, students will identify at least 3 goals
of their program (future event toward which a committed endeavor is directed) and 3 measurable
objectives for each goal (e.g., improve social skills, improve nutrition knowledge) that will be described in a
minimum of 3 pages.

Assignment E (5 points total)
Criteria 0-1 points 2 points 3 points

Program
Mission
Statement

Student did not
formulate a sufficient
mission statement or
brief narrative and
omitted describing the
general focus of the
program

Student formulated a mission
statement or a brief
narrative but did not
adequately describe the
general focus of the program

Student formulated a mission
statement or a brief narrative that
described the general focus of the
program including the intent and
philosophy driving it

0 points 1 point 2 points

Generated: 12/16/2022 Page 8 of 17

Program
Goals &
Objectives

Student does not
include relevant goals
and objectives

Student identifies at least 3
relevant goals for their
program; however, does not
list 3 objectives for each
goal; the narrative falls short
of the 3-page minimum

Student identifies at least 3 relevant
goals for their program and lists 3
related, measurable objectives for
each goal

Total /5

F) Students will complete a Program Logic Model. Based on information gathered from the literature
review and needs assessment, students will produce assumptions, which will form the foundation of the
logic model. Students should be sure to include key elements including resources, activities, outputs, short-
and long-term outcomes, and impact. Describe the steps you took to create your logic model, how you
considered available resources in your plan, and how you will measure activities to generate outcome data.
It should include both a narrative explanation of your programmatic elements in addition to a visual
depiction of your logic model (i.e., chart).

Assignment F (10 points total)
Criteria 0 points 1 point 2 points

Inputs are
comprehensively

listed

An
incomplete
list is
provided
that is
mostly
vague or
not
applicable.

Presents the most important
inputs involved in the program; a
few inputs may lack specificity.

Lists all important categories of
inputs that make the program
possible.

0 points 1 point 2 points

Activities are
described

Very
incomplete,
missing key
program
activities

Includes most important
program activities and provides
adequate detail.

All salient programmatic activities are
included and stated in sufficient
detail.

0 points 1 point 2 points

Outputs are
specified

Items not
phrased as
counts.
Includes
outcomes.

Quantifies most of the activities
and services.

Quantifies all of the activities and
includes all of the important elements.

0 points 1 point 2 points

Generated: 12/16/2022 Page 9 of 17

Short-term,
intermediate,
and long-term
outcomes are

indicated

Outcomes
are too
broad or
vague;
Lists
outcomes
not
outcomes.

Most of the outcomes are
clearly indicated. Some are not
specific and include outputs.

Clear, specific, concrete, and
appropriate for the scope of the
program. Minimal jargon.

0 points 1 point 2 points

Logic Model
layout and
narrative

Narrative
not included
and/or
layout
incoherent/
disorganized

Writing poorly edited; awkward
construction and/or poor flow of
ideas in the description of the
logic model. Poor layout and not
consistent with logic model
templates reviewed in course.

Coherent narrative, which effectively
describes the process for logic model
development and components,
including how outcomes will be
assessed. Precisely follows a logic
model template reviewed in the
course.

Total /10

G) Students will create a marketing plan in order to promote their proposed program. The marketing plan
will include information regarding who you intend to market to as well as the modalities that you will utilize
to promote your program. Sample marketing plans will be available via Canvas Modules for your review.

Assignment G (5 points total)
Criteria 0-1 points 2-3 points 4-5 points

Marketing
Plan

Student did not
adequately
prepare and
submit a
marketing plan
with the required
information
included

Student created a
marketing plan but omitted
information regarding who
the intended audience will
be and/or modalities they
would utilize

Student created a marketing plan including
information regarding who they intend to
market to as well as the modalities they
would utilize

Total

H) Students will generate a proposed budget for their program (visual and narrative) as well as a narrative
explaining how they propose to fund their proposed program. A sample program budget will be available in
the Modules section of Canvas for your reference.

Assignment H: Proposed Budget (5 points total)
Criteria 0 points 1 point 2 points

Generated: 12/16/2022 Page 10 of 17

Program
Budget
Narrative

Student does
not present a
program
budget
narrative

Student presents a narrative
of the proposed use of
funds; however, the
narrative presented does
not provide enough detail to
sufficiently describe the
allocation of funds

Student narrative cohesively explains the
proposed budget of the program, with clear
descriptions of the allocation of funding.

0-1 points 2 points 3 points

Program
Budget
Visual

Student does
not present a
visual budget
representation,
or budget does
not reflect
written
narrative

Student presents a visual
budget representation;
however, it appears
disorganized, is not
accurately calculated,
and/or does not seem
appropriate to the proposed
program

Student presents a clear visual budget (e.g.,
spreadsheet, table) that reflects and
compliments the written narrative, is
calculated correctly, and is appropriate for the
proposed program operations and scope.

Total /5

I) Students will provide a detailed narrative (3 page minimum) describing the personnel that will be needed
to run your proposed program. Please include a description of the job titles and explanation of their role
within the program including administrators, support staff, and direct service personnel. Students will also
describe the physical environment in which the program will take place.

Assignment I: Program Personnel and Physical Environment (5 points total)
Criteria 0-1 points 2 points 3 points

Narrative that includes
job titles, explanation of
roles, administrative
information, support
staff, and direct service
personnel.

Student narrative
excludes many of the
details required, and/or
lacks any
organization/cohesion
between program
details

Student presents details of
the narrative, but details of
the program are missing
and/or the details are not
presented in an organized
way

Student narrative
discusses all outlined
areas with sufficient
detail. Narrative
presents all areas in a
cohesive way.

0 points 1 point 2 points

Discussion of Physical
Environment/ Narrative
length

Student minimally
discusses the physical
environment, and/or
does not present a full
three pages of content.

Student discusses the
physical environment
of the program, and
the narrative is at least
3 pages in content.

Total

Assignment 2 Points:
Program Mission Statement and Goals 5 points
Program Logic Model 10 points
Marketing Plan 5 points
Proposed Budget 5 points
Program Personnel and Physical Environment 5 points
Total Points for this assignment 30 points

Generated: 12/16/2022 Page 11 of 17

Assignment # 3: Methodology/Implementation

The focus of this assignment will be on describing how the proposed program will be carried out in order to
achieve its goals that are in line with the mission statement. In addition, a discussion of how program
outcomes will be evaluated and strengths and limitations of the program will be required. After obtaining
feedback on each of these assignments from your Project Director, the student will consolidate the
assignments to form a final product. A sample of the final document with appropriate formatting will be
available via Blackboard.

J) Students will provide a detailed narrative of their program design including but not limited to the
proposed programs intake procedures and admissions criteria, measures or tools utilized, a detailed
description of what services will be provided and how they will be delivered to the program’s participants.
Furthermore, sample intake forms, measures that will be utilized, and program consent forms will be
submitted and included in the appendix of the final document.

Assignment J: Program Procedures/Methodology (10 Points)
Criteria 0-1 points 2-3 points 4-5 points

Detailed Narrative
including: Procedure,
Admission Criteria,
Measures Utilized,
Services Provided, and
Service Delivery

Student narrative
excludes many of the
details required, and/or
lacks any
organization/cohesion
between program
details

Student presents details of
the narrative, but details of
the program are missing
and/or the details are not
presented in an organized
way

Student narrative
discusses all outlined
areas with sufficient
detail. Narrative
presents all areas in a
cohesive way.

0-1 points 2-3 points 4-5 points

Sample Intake Forms,
Measures, and
Consents

Student does not
present multiple sample
forms, and/or the forms
are not discussed in the
narrative

Student presents sample
forms, but forms are
missing and/or are not
appropriately discussed in
the narrative

Narrative has sample
forms in appendices,
and the role of the
forms are
appropriately
discussed in the
narrative

Total /10

K) Students will create a program evaluation plan via a chart (sample available via Canvas) that includes
that program’s goals, target outcomes, steps to achieve the outcome, results, analysis and action plan, the
person responsible for each of the program goals, and the time frame in which each goal will be evaluated.

Assignment K: Program Evaluation (10 Points)
Criteria 0-1 points 2-3 points 4-5 points

Generated: 12/16/2022 Page 12 of 17

Program
evaluation chart
incorporates
Program Goals,
Target
Outcomes,
Steps to
Completion, and
Results

Chart is missing
multiple required
aspects of the
evaluation plan
and lacks
detail/organization

Chart is missing one or
more required aspects
of the evaluation plan
(e.g., goals, outcomes,
steps, and/or expected
findings), or lacks
sufficient
detail/organization

Chart incorporates relevant program
goals, target outcomes, steps to achieve
proposed outcomes, and what the
findings are expected to be. All aspects
are in alignment, meaning the outcomes
are related to the goals, and the steps to
achieve proposed outcomes make sense.

0-1 points 2-3 points 4-5 points

Program
evaluation chart
includes
Analysis, an
Action Plan,
Responsibilities,
and Timeframe
for goal
evaluation.

Chart is missing
multiple required
aspects of the
evaluation plan
and lacks
detail/organization

Chart is missing one or
more required aspects
(e.g., action plan, data
analysis plan,
timeframe) of the
evaluation plan, or
lacks sufficient
detail/organization

Chart incorporates plan for data analysis,
and an action plan (steps involved in the
evaluation and who will be responsible
for each step) and timeline for
completion of each step of the
evaluation.

Total /10

L) Students will provide a narrative description (2 page minimum) of their program’s strengths, limitations,
and future directions or ways in which the student would like to see their program evolve, grow or change.

Assignment L: Program’s Strengths and Limitation (5 Points)
Criteria 0-1 points 2 points 3 points

Narrative of
Program’s
Strengths and
Limitations

Student does not
present strengths
and/or limitations
of the program.

Student presents some
strengths and weaknesses of
the program, but this discussion
lacks cohesion and/or detail.

Student presents an in-depth
discussion of the strengths
and limitations of the
program proposed

0 points 1 point 2 points

Future
Directions/Program
Evolution and Page
Length

Student does not
discuss future
directions of the
program

Student presents inappropriate
future directions of the
program, and/or the narrative is
less than 2 pages

Student presents appropriate
future directions of the
program, and does this in at
least two full pages.

Total /5

M) After receiving weekly feedback on each of their assignments in the course, the student will
incorporate feedback provided by their Project Director and will consolidate the assignments to produce a
final document. The document should be written in accordance with APA style. No typeface smaller than
Times New Roman 12pt should be used. The document should be double spaced with 1″ margins. A
sample format for the final document will be available via Canvas.

Assignment M: Final Program Design (10 Points)
Criteria 0-1 points 2-3 points 4-5 points

Generated: 12/16/2022 Page 13 of 17

Consolidation
of
Assignments

Student did not consolidate all
aspects of the assignment
and/or the document lacks
overall cohesion.

A final document was
submitted, but lacks
cohesion between
assignment sections.

All assignments were
properly consolidated into a
cohesive final document

0-1 points 2-3 points 4-5 points

Incorporation
of weekly
feedback

Feedback was not
incorporated into the final
presentation

Feedback was
minimally incorporated
into the assignment

All feedback was weighed
and properly incorporated into
the final document.

Total /10

Assignment 3 Points:
Program Procedures/Methodology 10 points
Program Evaluation 10 points
Programs Strengths and Limitation 5 points
Final Program Design Document 10 points
Total Points for this assignment 35 points

Chat Participation: 5% of final grade
There will be three Zoom chats during the term. Participation in the chats is mandatory. Discussion and
feedback from project director and classmates on research projects will be provided.

Rubric for Classroom Participation

Criteria 0 points 1-2 points 3 points

Actively contributes
to classroom
discussions

Professor has no ability to
connect student’s name,
voice, and ideas. Student
“multi-tasks” or distracts
others in class.

Student follows
classroom discussion
and offers thoughts
during some classes.

Student initiates discussions
or actively contributes to
discussions in a variety of
ways, including those
below.

Criteria 0 points .5 points 1 point

Displays awareness
of class readings

Contributions display lack of
awareness of the readings.

Contributions display
tangential or vague
awareness of
readings.

Contributions connected to
readings. Student able to
reference ideas from the
readings.

Criteria 0 points .5 points 1 point

Generates
questions/challenges

Student passively accepts,
passively rejects, or gives up
on ideas from readings.

Student participates
in discussions of
questions related to
readings, or testing
of ideas.

Student initiates questions
arising from the reading or
challenges ideas in
response to other,
contrasting ideas.

Total /4
Expectations:
The course evaluation and final grade will be based on the students’ satisfactory completion of the course
assignments and overall requirements. Assignments must be written and typed following the guidelines in
the Publication Manual of the American Psychological Association, and must be written at a graduate

Generated: 12/16/2022 Page 14 of 17

level, with good sentence structure and good syntax. Students must also adhere to the professional
guidelines for the use of copyrighted literature and commercially produced materials, as well as materials
generated by colleagues and friends and information collected from conferences and presentations.All
assignments must be organized and numbered the way they are in the course syllabus. The course
assignments must be submitted to the instructor (or in the drop box if available) on time and on the days
specified in the syllabus. Students are advised to make and keep copies of their assignments before turning
them in. Any assignment submitted after the specified due date may have points deducted.

XI. Grading Criteria
Your final grade is determined by your performance on a number of different tasks:
Grade Quality Points Percentage Points

A 4.00 90 – 100

B 3.00 80 – 89

C 2.00 70 – 79

F 0.00 Below 70

NPR 0.00 –

P 0.00 –

Additional Grades: I (Incomplete), W (Withdrawn), AU (Audit), NPR (No Progress), and TR
(Transfer). The grade of PR (Progress) may be used for programs with a thesis or dissertation in which
the student continues to demonstrate progress towards requirement completion. Programs with clinical
rotations, internships, or externships in which grades may not be available within the university’s approved
grading period may use the IP (In Progress) grade.

Final Course Grade:
Assignment Points

Program Rationale and Purpose 30

Program Planning 30

Methodology/Implementation 35

Live Chats 5

Total 100

XII. Course Policies
General Policy:
A. Attendance:
Students are required to attend and participate in EVERY class session. Any student who misses a class
session should listen to/watch the recording of the session and email the instructor a summary or comments
regarding that session.

Preparation readings, activities, assignments need to be completed for each class is required, and class
participation is expected.

Most students are working adults and once in a while, an issue may come up that may prevent them from
participating in class. The student must make every attempt to ensure that they attend and participate in

Generated: 12/16/2022 Page 15 of 17

each class session. If an emergency prevents the student from being in class and there is no other
alternative but for the student to be absent, the following protocol applies: The student must notify your
professor in advance by e-mail that they will not be attending the session and why. Remember,
participation is 5% of your grade. The professor may also schedule a conversation with the student to
ensure that they understood the material and answer any questions that they have over the material
covered in your absence.

B.Plagiarism Policy:
Work that is submitted for credit must be the original work of the student. Assignments that are not the
original work of the students are considered plagiarized and in violation of the Code of Student Conduct
and Academic Responsibility. Plagiarism also occurs when giving or allowing one’s own work to be copied
or otherwise duplicated.

C.Americans with Disabilities Act:
[http://www.usdoj.gov/crt/ada/adahom 1.htm]

ADA Policy: Nova Southeastern University provides reasonable accommodations for qualified students
with a documented disability. For more information about ADA policy, services, and procedures, students
may call the Office of Student Disability Services at 954-262-7185 or visit
http://www.nova.edu/disabilityservices.

D.Last Day to Withdraw From Course:
In order to withdraw from a course, it is NOT enough to stop attending class or to inform the instructor of
your intention to withdraw.In accord with NSU policy, students wishing to withdraw from a course must
do so formally through the Registrar.

XIII. University Policies
Please consult the FCE catalog for information on college and department policies and the NSU Student
Handbook for information on NSU policies: https://education.nova.edu/students/current-
students/studentcataloghandbook.html

NSU Class Recording Policy:
Class content throughout this course may be recorded in accordance with the NSU Class Recording
Policy. If class content is recorded, these recordings will be made available to students registered for this
course as a supplement to the classroom experience. Recordings will be made available to all students who
were registered to attend the live offering of the class, regardless of a student’s section or discipline, or
whether the student is participating in the course online. If recordings are intended to be accessible to
students or third parties who were not registered for the live offering of the class, students’ personally
identifiable information will be removed or redacted from the recording, unless (1) their written consent to
such disclosure was previously provided, or (2) the disclosure is permissible in accordance with the Family
Educational Rights and Privacy Act (“FERPA”).
Students are prohibited from recording audio or video, or taking photographs in classrooms (including online
classes) without prior permission from the instructor or pursuant to an approved disability accommodation,
and from reproducing, sharing, or disseminating classroom recordings to individuals outside of this course.
Students found engaging in such conduct will be in breach of the Student Code of Conduct and subject to
disciplinary action.

XIV. Appendix/Appendices
Students completing HSDD 6000 will be able to meet the following program objectives by the
following assessment measurements and methods:

Course: Program Design and Evaluation

Generated: 12/16/2022 Page 16 of 17

http://www.nova.edu/disabilityservices

https://education.nova.edu/students/current-students/studentcataloghandbook.html

Learning
Outcomes/Objectives
Program Objectives

Direct
Assessment

Assessment Method

Learning Outcome 1:
Apply knowledge in a
specific area within the
field of developmental
disabilities by conducting
a research project,
specifically a program
design.
Program Learning
Objectives:
PLO 1, Apply
knowledge of effective
administrative and
research skills
PLO 2, Demonstrate
knowledge of different
disabilities and
challenges faced
throughout lifespan
PLO 5, Apply
knowledge of program
design/administration
PLO 6, Demonstrate
research, analytic, and
writing skills

Live Chats,
Program
Rationale
Assignment,
Program
Planning
Assignment,
Program
Implementation
Assignment

A 30 point criterion-based rubric is used to assess students’
ability to produce well thought out rationale and
comprehensive literature review that accurately describes
the problem, explains the relevance of the proposed program
to the identified population and its potential impact, as well
as includes a needs assessment that supports the need for
funding and development of the proposed program.
A 30 point criterion-based rubric is used to assess students’
ability to generate the mission and goals of the program as
create a logical model, marketing plan, a budget as well as
identify the personnel needed and physical environment
where the program will take place.
A 35 point criterion-based rubric is used to assess the
student’s ability to
conceptualize the procedures necessary in the service
delivery of the program that help achieve its goals that are in
line with the mission statement. In addition, a discussion of
how program outcomes will be evaluated and strengths and
limitations of the program will be required. The student’s
ability to integrate all of the components of the program to
produce a final product will be evaluated as well.

Learning Outcome 2:
Gain experience in
designing or evaluating a
program within the field
of developmental
disabilities.
Program Learning
Objectives:
PLO 5, Apply
knowledge of program
design/administration
PLO 6, Demonstrate
research, analytic, and
writing skills

Live Chats,
Program
Rationale
Assignment,
Program
Planning
Assignment,
Program
Implementation
Assignment

A 30 point criterion-based rubric is used to assess students’
ability to produce well thought out rationale and
comprehensive literature review that accurately describes
the problem, explains the relevance of the proposed program
to the identified population and its potential impact, as well
as includes a needs assessment that supports the need for
funding and development of the proposed program.
A 30 point criterion-based rubric is used to assess students’
ability to generate the mission and goals of the program as
create a logical model, marketing plan, a budget as well as
identify the personnel needed and physical environment
where the program will take place.
A 35 point criterion-based rubric is used to assess the
student’s ability to
conceptualize the procedures necessary in the service
delivery of the program that help achieve its goals that are in
line with the mission statement. In addition, a discussion of
how program outcomes will be evaluated and strengths and
limitations of the program will be required. The student’s
ability to integrate all of the components of the program to
produce a final product will be evaluated as well.

Generated: 12/16/2022 Page 17 of 17