NURS 6003 Transition to Graduate Study for NursingAca.docx

NURS 6003: Transition to Graduate Study for Nursing
Academic and Professional Success Plan Template
Prepared by:
<INSERT NAME>
This document is to be used for NURS 6003 Transition to
Graduate Study for Nursing to complete Assessments 1-6. Just
as importantly the document serves to organize your thoughts
about planning for your academic and professional success.
For specific instructions see the weekly assessment details in
the course, or ask your instructor for further guidance.
Week 1 | Part 1: My Academic and Professional Network
I have identified and secured the participation of the following
academic (at least two) and professional (at least two)
individuals and/or teams to form the basis of my network. This
network will help me to clarify my vision for success and will
help guide me now and in the future.
Directions: Complete the information below for each member of
your network. For more than four entries repeat the items below
with details of your additional network member(s) in the
‘ADDITIONAL NETWORK MEMBERS’ section.

NETWORK MEMBER 1
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will
support my success in the MSN program and as a practicing
nurse:
Notes:
NETWORK MEMBER 2
Name:
Title:
Organization:

nurse:
Notes:
NETWORK MEMBER 3
Name:
Title:
Organization:
nurse:
Notes:
NETWORK MEMBER 4
Name:
Title:

Organization:
nurse:
Notes:
ADDITIONAL NETWORK MEMBERS
Week 2 | Part 2: Academic Resources and Strategies
I have identified the following academic resources and/or
strategies that can be applied to success in the nursing practice
in general or my specialty in particular.
Directions: In the space below Identify and describe at least
three academic resources or strategies that can be applied to the
MSN program, and at least threeprofessional resources that can
be applied to success in the nursing practice in general or your
specialty in particular. For each, explain how you intend to use
these resources, and how they might benefit you academically
and professionally.
Academic Resource/Strategy 1

Professional Resource/Strategy 1
ADDITIONAL RESOURCES/STRATEGIES
Week 3 | Part 3: Strategies to Promote Academic Integrity and
Professional Ethics
I have analyzed the relationship between academic integrity and
writing, as well as the relationship between professional
practices and scholarly ethics. I have also identified strategies I
intend to pursue to maintain integrity and ethics of my academic
work while a student of the MSN program, as well as my

professional work as a nurse throughout my career. The results
of these efforts are shared below.
Directions: In the space below craft your analysis/writing
sample, including Part 1 (The Connection Between Academic
and Professional Integrity) and Part 2 (Strategies for
Maintaining Integrity of Work).
Part 1: Writing Sample: The Connection Between Academic and
Professional Integrity
In the space below write a 2- 3-paragraph analysis that includes
the following:
· Explanation for the relationship between academic integrity
and writing
· Explanation for the relationship between professional
practices and scholarly ethics
· Cite at least 2 resources that support your arguments, being
sure to use proper APA formatting.
· Use Grammarly and SafeAssign to improve the product.
· Explain how Grammarly, Safe Assign, and paraphrasing
contributes to academic integrity
PART 2: Strategies for Maintaining Integrity of Work
Expand on your thoughts from Part 1 by:
Identifying and describing strategies you intend to pursue to
maintain integrity and ethics of your 1) academic work while a
student of the MSN program, and 2) professional work as a
nurse throughout your career. Include a review of resources and
approaches you propose to use as a student and a professional.

Week 4 | Part 4: Research Analysis
I have identified one topic of interest for further study. I have
researched and identified one peer-reviewed research article
focused on this topic and have analyzed this article. The results
of these efforts are shared below.
Directions: Complete Step 1 by using the table and subsequent
space below identify and analyze the research article you have
selected. Complete Step 2 by summarizing in 2-3 paragraphs the
results of your analysis using the space identified.
Step 1: Research Analysis
Complete the table below
Topic of Interest:
Research Article:Include full citation in APA format, as well as
link or search details (such as DOI)
Professional Practice Use:
One or more professional practice uses of the theories/concepts
presented in the article
Research Analysis Matrix
Add more rows if necessary
Strengths of the Research
Limitations of the Research
Relevancy to Topic of Interest
Notes

Step 2: Summary of Analysis
Craft a summary (2-3 paragraph) below that includes the
following:
· Describe your approach to identifying and analyzing peer-
reviewed research
· Identify at least two strategies that you would use that you
found to be effective in finding peer-reviewed research
· Identify at least one resource you intend to use in the future to
find peer-reviewed research

Week 5 | Part 5: Professional Development
I have developed a curriculum vitae to capture my academic and
professional accomplishments to date. I have also developed a
statement identifying one or more professional development
goals, and a statement proposing how I might align one or more
of these professional development goals with the University’s
emphasis on social change.
The results of my efforts are below.
Directions: Complete Step 1 by developing (or copying and
pasting) a curriculum vitae (CV) in the space provided.
Complete Step 2 by completing a statement identifying your
professional development goals space identified. Complete Step
3 by writing a statement proposing how you might align one or
more of your professional development goals with the
University’s emphasis on social change.
Step 1: Curriculum Vitae (CV)
Use the space below to write your CV based on your current
education and professional background. Alternatively, you may
write this in a separate document and copy/paste the results
below.
NOTE: If needed there are a variety of online resources
available with tips and samples of graduate nurse CVs.
Step 2: Professional Development Goals
Use the space below to write a statement identifying your
professional development goals.

Step 3: Alignment with Social Change
Use the space below to write a statement proposing how you
might align one or more of your professional development goals
with the University’s emphasis on social change.
Week 6 | Part 6: Finalizing the Plan
I have considered various options for my nursing specialty,
including a close look at my selected (or currently preferred)
specialty and second-preferred specialty. I have also developed
a justification of my selected (or preferred) specialty. Lastly, I
have examined one professional organization related to my
selected or preferred specialty and considered how I can become
a member of this organization.
The results of my efforts are below.
Directions: Complete Step 1 by writing 2-3 paragraphs in the
space below comparing the nursing specialty you have selected
– or the one you prefer if your choice is still under
consideration - to your second preference. Identify each
specialty and describe the focus and the role that graduates are
prepared for. Identify any other differentiators you feel are
significant, especially those that helped or may help you reach a
decision.
Complete Step 2 by writing a paragraph identifying and
justifying your reasons for choosing your MSN specialization.
Be sure to incorporate any feedback you received from
colleagues in this week’s Discussion Forum.

Complete Step 3 by examining and identifying one professional
organization related to your selected or preferred specialty.
Explain how you can become a member of this organization.
Step 1: Comparison of Nursing Specialties
Use the space below to write 2-3 paragraphs comparing the
nursing specialty you have selected – or the one you prefer if
your choice is still under consideration - to your second
preference. Identify each specialty and describe the focus and
the role that graduates are prepared for. Identify any other
differentiators you feel are significant, especially those that
helped or may help you reach a decision.
Step 2: Justification of Nursing Specialty
Use the space below to write a paragraph identifying and
justifying your reasons for choosing your MSN specialization.
Be sure to incorporate any feedback you received from
colleagues in this week’s Discussion Forum.
Step 3: Professional Organizations
Use the space below to identify and examine one professional
organization related to your selected or preferred specialty.
Explain how you can become a member of this organization.

- END -
Closing the Loop
Xavier Williams
Unit 9 Discussion 2
Assessment and Evaluation
The use of assessment and evaluation plan is one of the critical
tools that I have noted in any training course. The trainers use
the tool as one of the mechanisms of meeting the expected
benefits from the program.
I agree that closing the loop of an assessment and evaluation
program is essential as it measures the ability of a program to
equipping the students with skills and knowledge. After the
assessment, the trainer should introduce what is needed to be
done to improve the program.
…Cont’d
Assessment and evaluation program is crucial as it determines
the effectiveness of the material delivered to students.
Similarly, it is essential to note that the assessment and
evaluation tool is essential in determining the impact of any
subject to society.
Therefore, if the assessment and evaluation find the subject not

effective, it should be the best time to scrap off the topic.
Assessment
The importance of the evaluation and assessment of the learning
outcomes of the program will determine if it is increasing any
value on the students or is it a waste of time and resources
(Suskie, 2018).
If the data collected in the evaluation suggests that the program
is not sufficient and its objectives are not being achieved, then
the program can be stopped as it is a waste of time and
resources for the institution and the students.
Stakeholders
Though, I think it is essential to include different stakeholders
in the assessment and evaluation. One of the critical
stakeholders in the society to which the end products (students)
are giving.
The article does not introduce the mechanism that can be for
assessment and evaluation of the training. The tool for assessing
and evaluating would be vital as it would establish
effectiveness.
The mechanism should use the students as main participants in
the growth of subject through assessment and evaluation.
References
Suskie, L. (2018, May 27). What are the characteristics of a
well stated learning goals? Retrieved

6
Stakeholders and Action Plan to Prepare for Assessment
Xavier Williams
Running head: STAKEHOLDERS AND ACTION PLAN 1
Unit 8 Assignment 1
Stakeholders and Action Plan to Prepare For Assessment
The Stakeholders
The Assessment and Evaluation of the learning outcomes of
students or trainees in the various situation is a process that will
involve all the stakeholders involved directly or indirectly.
Stakeholders are individuals or a group of people who have an
interest in the assessment and evaluation plan (Gardner, 2014).
The Assessment and Evaluation process or plan will involve
both internal and external stakeholders as the issues affect them
both. The internal stakeholders are the students, teachers,
administrators, and the staff while on the other hand, the
parents the education standard body, alumni and the employer
are the external stakeholders. The stakeholders have a say, and

their actions can alter a decision in the institution and so they
must be involved in every activity.
Rationale Of Stake Holders
The involvement of the stakeholders in the evaluation and
assessment plan is to ensure that there is a mutual
understanding between all the parties involved. It is meant to
prevent frustration and resistance during the assessment
(Gardner, 2014). The other significant benefit of engaging the
stakeholders is to get suggestions that might help you in coming
up with a better and inclusive plan that will result in you
achieving the objectives of the assessment and evaluation. The
stakeholders can also act as sponsors in case the project needs
funding or other resources. The involvement of stakeholder
ensures that the best decision is made in every step of the
process, which results in achieving the ultimate goal of the
evaluation plan.
Action Plan To Guide Implementation
Before the actual implementation of the evaluation and
assessment process, it is essential first to have an action plan.
The action plan is the steps that should be followed to ensure
that the evaluation plan will result in success and achieve the
objectives (Banta et al., 2015). For that reason, then the action
plan should be clear and direct to prevent confusions during the
implementation of the actual project. Coming up with a
practical assessment and evaluation plan, it is essential. First,
plan on the tasks that will take place during the process, the
time that every task will be expected to start and end, assess the
risks that can be encountered at every step and also the
resources that will be deployed for every task.
Rationale Of Action Plan For Implementation
Before implementing any plan, it is necessary first to have a
laid-out plan of the activities and processes that will be
involved in the actual implementation of the evaluation process.
The action plan acts as a guide that indicates what should be
done by whom, when, the resources needed to actualize the
activity, the risks assessment and mitigation strategies for the

risks (Banta et al., 2015). The action plan is essential when
planning as it ensures that all the resources needed are assigned
before going to the field. This prevents frustration and
challenges. The action plan also acts as a sample of the actual
project, and it is used to review and make changes before the
real intention is implemented. It is essential always to have an
action plan to guide you as it ensures everything is in its right
place before performing the actual process.
Closing The Loop
My suggested assessment and evaluation plan aims at ensuring
that the students, trainees or learners achieve the expected
benefits from the program, and the institution. The project will
determine if the expectations of the program in equipping the
students with the skills and knowledge on the subject are met
and what more can be done to enhance or change the situation.
The plan will assess the effectiveness of what the students are
learning and the impact it has on them and the society at large
(Marzano, 2010). The assessment will determine if the program
should continue or be scraped off depending on its effectiveness
and response by the students.
The Rationale Of Closing The Loop
(Shewbridge et al., 2011). If the data collected in the evaluation
suggests that the program is not sufficient and its objectives are
not being achieved then the program can be stopped as it is a
waste of time and resources for the institution and the students.
On the other hand, if the evaluation concludes that the program
is effective and it is adding value to the stakeholders, more
resources are deployed to support it, which will be beneficial
for all the stakeholders.
STAKEHOLDERS AND ACTION PLAN 5
Reference

Banta, T. W., Palomba, C. A., & Kinzie, J. (2015). Assessment
essentials: Planning, implementing and improving assessment in
higher education.
Marzano, R. J. (2010). Designing & teaching learning goals &
objectives.
Solution
Tree Press,22-33
Shewbridge, C., Jang, E., Matthews, P., & Santiago, P.
(2011). OECD Reviews of Evaluation and Assessment in
Education: Denmark 2011. Paris: OECD Publishing.
Suskie, L. A. (2018). Assessing student learning: A common
sense guide
Gardner, M. M. (2014). Assessing student learning in the
community and two-year college: Successful strategies and
tools developed by practitioners in student and academic affairs.
Running Head: UNIT 6 ASSIGNMENT 1
1
UNIT 6 ASSIGNMENT 1
9

Xavier Williams
Introduction
This course is designed for the department of engineering. In
this engineering course, I will teach the learners about water
resource engineering. They will learn Integrated Water

Resources Development (IWRD) and Integrated Water
Resources Management (IWRM) as a general framework for
Water Resources Engineering. The students will mention water
challenges experienced in their locality. This will be done in
groups of five students with the aim of stating challenges of
water and how to solve them. At the end of each lesson the
teacher will lead in demonstration of various water resources
and how water from the sources can be harnessed. The
following will be the student learning goals; Learners will be
able to understand elements integrated water resources
management. Learners will be able to know erosion and
deposition in rivers, Learners will be able to learn laws
governing water in their country and internationally, Learners
will be able to know erosion and deposition in rivers, Learners
will be able to sit in groups and discuss different water sources.
Since this is an engineering lesson, it will be necessary to
conduct a practical experience. Learners play an active role and
engage more during practical exercises than in theoretical
practices. During practical exercises, students get a chance to
utilize what they learnt in class and build confidence while at it
to deal with real world situations. Allowing students to have
discussions in groups’ plays a great role in learning experience
by enhancing democratic learning, complements reflective
learning and accommodates individual difference. Therefore, I
aim to mix the low-ability learners with the high ability learners

and help in leading discussions to ensure achievement of
learning goals by the end of the course.
Learning goals
Learning goals state what the teacher intends the students to
achieve as a result of a successful completion of the teaching
experience. It could be at the end of a program, a course or
learning experience. A course learning goal explains what the
students will be capable to perform at the end of a course while
program goal is what the student is capable of achieving at the
end of their degree or diploma certificate. A well state learning
goals should state the outcomes (Marzano, 2010). This is
basically what the student will be in a position to do after they
successfully complete the course. They should be simple and
clear such that everyone comprehends them. They should focus
more on skills rather than knowledge. This is because the
employers of today look for thinking and performance skills
when hiring. They should be relevant and focus more on what
the students are to learn. They should not be too many. More
than five learning goals may reduce the efficiency of learning
and may lose focus. The learning goals should fit within the
scope of the course content. Most importantly they should help
the learners to achieve broader learning goals (Marzano, 2010).
I aim that my students will be in a position to define integrated

resources management by the end of the course. They student
should be in a position to understand different sources of water
and to be able to list causes of erosion and deposition. Lastly by
the end of this course, students will be able to mention different
laws and acts related to water an assignment.
Rationale of learning goals
The learning goals are important in terms of student
development. There are different levels of objectives. Students
should be in a position to reach objectives from various
stipulated levels. They should demonstrate knowledge and
understanding of integrated water resources as well as the
ability to analyze, apply, synthesize and evaluate the provided
learning content. (Ennis, et al 2012). In this course, students
will acquire knowledge by identifying water resources and
learning laws governing water resources. The students will
analyze by comparing different water sources and how to
harness water from these sources. They synthesize by doing
experiments in the labs and through group discussion.
Assessment instruments
An assessment instrument is part of an assessment tool that
includes instructions or a checklist needed to conduct an
assessment of a learning outcome. An assessment instrument
can either be a test, form or a rubric and it is used to collect
data for each outcome. It is the actual product that is handed out
to students for the purpose of gauging whether they have

achieved a particular learning outcome (Suskie, 2018).
Assessment tools measures fluency, skills and abilities of a
student. Assessments can either be formal or informal. Formal
tools are objective measurements of a students’ skills and
abilities using monitoring, screening, evaluation and diagnosis.
Informal assessment are inferences a teacher receives from
observations. Assessment tools are used by teachers to make
informed decisions.
Rationale for learning instruments
An appropriate assessment instrument will help a tutor to
measure achievement of the outcomes. It also shows whether the
desired performance for a particular outcome was achieved.
Assessment instruments are important since they help to
produce results that can be used to make decisions that would
improve student learning techniques. Assessment can either be
direct or indirect assessment. A direct assessment is achieved
by observing a learner’s performance or examining of products
that demonstrate mastery of specific skills or course contents. It
can also be done when a learner demonstrates work quality such
as innovativeness or creativity. Indirect assessment is based on
the knowledge and abilities reported by external sources such as
supervisors, alumni, fieldwork or a faculty.
Setting Standards
Setting meaningful assessment standards, benchmarks or targets
for student learning assessments is a huge challenge for

educators. The first challenge is that the assessment community
has limited glossary to define different terms that refer
assessment such as goals, thresholds, benchmarks or targets. I
settled to use standards to describe minimal acceptable student
performance. The other challenge is use of standard and target.
Standard described minimal acceptable performance while
target describe proportion of students to reach the standard
mark. There are four ways that help in setting achievable
standards. A students’ standard can be established from their
peers (Norcini, 2003). This is done by ensuring they perform as
well or better than their peers. Standard can also be set by an
external body such as passing a license exam. History records
can also be used in that the current students should perform
better than the former students. However, most times the three
options aren’t available. In this case teachers can set their own
standards. This is called a local standard.
The following steps are used when establishing a local standard;
a teacher should settle on a standard that does not embarrass
him or her. It would look ugly if people noticed a student that
passed your course did so because you had a low assessment
standard. A relative harm should be considered when setting an
assessment to high or too low. A very high standard means a
teacher is identifying shortcomings of a student that may not be
important or scarce resources and time are used to address them.
On the other hand, a very low assessment standard may mean

that a teacher is risking students to graduate without being
ready or capable to thrive in what comes next such as a job
market (Norcini, 2003). Before setting a standard, the
assignment being assessed should be considered. This is
because a test done in a three-hour class will not be as polished
as a three-week assignment. If an external source can be used to
set the assessment standards the better. This could be a faculty
from another college or a disciplinary committee. Lastly, use
previous performance of the students to inform your thinking.
Student assessment aims at fulfilling to interpret and use
performance results effectively and appropriately to enhance
accountability and improvement of teaching as a profession. A
good assessment should yield results that are used to improve
teaching and learning practices. Improvement helps
stakeholders to have a self-reflection of the institutional goals
and figure out if the performance conforms to the vision,
mission and objectives therefore improving achievement (Ervin,
1988). The steps involved in setting a good quality assessment
standard, is to first know the purpose of the assessment results
which ca be to maintain a status quo or to enhance
improvement. One should also know who will use the results
and what they will inform. The second step is to state the
consequence of setting a standard bar too high or too low.
Lastly the standard to be set should be grounded to the data
which is subjected to discussion in order to be aware if they

have achieved the set standards.
In this integrated water resource course I intend to use the
following as my assessment standards. They include written
exams that may be in form of short answer questions, essays and
multiple choice questions. I will also use written assignments
such as reports, work logs, portfolios, literature reviews and
essays. Student will be required to do practical assignments that
will test students’ abilities to cope with real world situations.
Lastly, I will assess my students by how they participate in
class.
Rationale of assessment standards
The assessment rationale for the students will be to confirm and
measure students’ performance and achievement in relation to a
students’ stipulated learning objectives. The rationale will also
be to promote, improve and enhance the quality of learning
through a clear feedback that is timely, informative and relevant
to student needs. It will also reward the student achievements
and efforts with an appropriate grading system. Lastly, it will
provide relevant information that will help to continuously
improve and evaluate quality of the curriculum and the
effectiveness of the teaching methods.

Evaluation of learning plan
As a teacher, one is always working to improve the learning
curriculum, organization and instruction. Evaluating lesson
plans helps teachers to improve their practice, meet the
learner’s needs and develop strong reflective habits. Part of
evaluating a lesson plan results from evaluating lesson design.
When preparing a learning plan the following questions should
be considered; what is the purpose of the plan. This could be to
know whether learning goals have been achieved. A teacher
should also have an ability to foresee learning plan challenges
and to know whether the learning plan is effective or not. To
evaluate a lesson plan one should evaluate the preparation
process, the lesson itself and the students (Knowles, 1975). The
following questions can be used when evaluating the
preparation process; How hard was it to plan the lesson and
what made it hard to plan, how efficient were you in following
the lesson plan, was it difficult to gather the materials required,
how useful were the materials used in delivering the lesson. To
evaluate the lesson itself a teacher should check if the goals set
at the start of the class, which activity was well executed,
whether all the students were engaged, were lesson goal
successes confirmed after the lesson and finally if there was an
assignment at the end of the lesson.
The Stakeholders
The Assessment and Evaluation of the learning outcomes of

students or trainees in the various situation is a process that will
involve all the stakeholders involved directly or indirectly.
Stakeholders are individuals or a group of people who have an
interest in the assessment and evaluation plan (Gardner, 2014).
The Assessment and Evaluation process or plan will involve
both internal and external stakeholders as the issues affect them
both. The internal stakeholders are the students, teachers,
administrators, and the staff while on the other hand, the
parents the education standard body, alumni and the employer
are the external stakeholders. The stakeholders have a say, and
their actions can alter a decision in the institution and so they
must be involved in every activity.
Rationale of Stake Holders
The involvement of the stakeholders in the evaluation and
assessment plan is to ensure that there is a mutual
understanding between all the parties involved. It is meant to
prevent frustration and resistance during the assessment
(Gardner, 2014). The other significant benefit of engaging the
stakeholders is to get suggestions that might help you in coming
up with a better and inclusive plan that will result in you
achieving the objectives of the assessment and evaluation. The
stakeholders can also act as sponsors in case the project needs
funding or other resources. The involvement of stakeholder
ensures that the best decision is made in every step of the
process, which results in achieving the ultimate goal of the

evaluation plan.
Action Plan To Guide Implementation
Before the actual implementation of the evaluation and
assessment process, it is essential first to have an action plan.
The action plan is the steps that should be followed to ensure
that the evaluation plan will result in success and achieve the
objectives (Banta et al., 2015). For that reason, then the action
plan should be clear and direct to prevent confusions during the
implementation of the actual project. Coming up with a
practical assessment and evaluation plan, it is essential. First,
plan on the tasks that will take place during the process, the
time that every task will be expected to start and end, assess the
risks that can be encountered at every step and also the
resources that will be deployed for every task.
Rationale Of Action Plan For Implementation
Before implementing any plan, it is necessary first to have a
laid-out plan of the activities and processes that will be
involved in the actual implementation of the evaluation process.
The action plan acts as a guide that indicates what should be
done by whom, when, the resources needed to actualize the
activity, the risks assessment and mitigation strategies for the
risks (Banta et al., 2015). The action plan is essential when
planning as it ensures that all the resources needed are assigned
before going to the field. This prevents frustration and
challenges. The action plan also acts as a sample of the actual

project, and it is used to review and make changes before the
real intention is implemented. It is essential always to have an
action plan to guide you as it ensures everything is in its right
place before performing the actual process.
Closing The Loop
My suggested assessment and evaluation plan aims at ensuring
that the students, trainees or learners achieve the expected
benefits from the program, and the institution. The project will
determine if the expectations of the program in equipping the
students with the skills and knowledge on the subject are met
and what more can be done to enhance or change the situation.
The plan will assess the effectiveness of what the students are
learning and the impact it has on them and the society at large
(Marzano, 2010). The assessment will determine if the program
should continue or be scraped off depending on its effectiveness
and response by the students.
The Rationale Of Closing The Loop
(Shewbridge et al., 2011). If the data collected in the evaluation
suggests that the program is not sufficient and its objectives are
not being achieved then the program can be stopped as it is a
waste of time and resources for the institution and the students.
On the other hand, if the evaluation concludes that the program

is effective and it is adding value to the stakeholders, more
resources are deployed to support it, which will be beneficial
for all the stakeholders.
References
Ennis, C. D., Ross, J., & Chen, A. (2012). The role of value
orientations in curricular decision
making: A rationale for teachers' goals and expectations.
Research Quarterly for Exercise and Sport, 63(1), 38-47.
Ervin, R. F. (1988). Outcomes Assessment: The Rationale and
the Implementation.
Knowles, M. S. (1975). Self-directed learning: A guide for
learners and teachers.Mayer, R. E.
(2011). Applying the science of learning. Boston, MA:
Pearson/Allyn & Bacon.
Marzano, R. J. (2010). Designing & teaching learning goals &
objectives.

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