Assignment: Learner Expectations

Assignment: Learner Expectations

Assignment: Learner Expectations

DNP 801 Topic 1 Doctoral Dispositions and Acknowledgement of Review
Details:
The purpose of this assignment is to ensure learners have reviewed all expectations in the DNP program.

Review the DNP orientation webinar, DPI milestones, DPI example projects, learner expectations, and APA style guides. After reviewing these resources, sign the “Doctoral Dispositions and Acknowledgement of Review” stating that you have agreed to uphold the doctoral dispositions and comply with the expectations of the program.

Submit the signed form to instructor.

You are not required to submit this assignment to Turnitin.

Our key principles are to:

• Enable all members of the school to be self-respecting, responsible and positive individuals with an enthusiasm for learning
• Encourage respect for all members of the community, such that every individual feels valued within a culture of tolerance and creativity
• Create a happy, safe and secure learning environment where the well-being of all is paramount and within which all can learn, develop their talents and achieve their very best

Queen Elizabeth’s aims to meet the needs of all members of our community by establishing standards of behaviour based on respect. We aim to promote an ethos that sets out high expectations of all students through developing high self-esteem in an inclusive community.

We aim to ‘teach’ students how to choose appropriate, responsible behaviour. It is our belief that a positive, assertive style of behaviour management can do this.

Students should feel safe, think through the consequences of their behaviour and be able to learn without being disrupted by others.

Queen Elizabeth’s aims to empower students by preparing them for a life beyond education. We therefore reserve the right to apply all aspects of this policy to students recognisable as QE students (not just by their uniform) even if they are outside of the school grounds or outside the usual hours of attendance.

PURPOSE:
To maintain a positive ethos by promoting respectful behaviours
To encourage everyone in the community to understand their responsibility to guide their behaviour by these principles at all times
To provide suggestions and support that help staff to manage their classes effectively, according to these principles
To ensure that student behavioural needs are identified early and that appropriate support is offered
To ensure that all staff administer rewards and sanctions in a staged way, fairly and consistently, while recognising that reasonable adjustments may be made based on identified needs
To emphasise the importance of promoting, celebrating and rewarding good behaviour
To ensure students understand how to behave well in school and in our community
To ensure students and parents understand the rewards and sanctions given and the principles on which they are based
To recognise the role that every adult plays in maintaining good conduct within the school to support learning
To set out clearly the systems which support staff in managing student behaviour
CONSISTENT EXPECTATIONS
Consistency is hard to achieve, but this is key when creating an effective learning environment. Students are less likely to push the boundaries if they know that what is expected of them will remain constant throughout the day: from one classroom to the next; one teacher to the next; one subject to the next; one learning environment to the next.

MAINTAINING A POSITIVE LEARNING ENVIRONMENT
A positive learning environment is best maintained through focussing on and giving positive reinforcement of good behaviours and not through a confrontational approach to negative behaviours. At Queen Elizabeth’s we recognise this through the effective use of our staged reward and sanctions systems.

Staff make a commitment to ‘catch students being good’ as often as possible and reinforce this through non-verbal and verbal acknowledgement and praise, as well as using some of the more formal rewards available.

Staff also make a commitment to deal indirectly with some negative behaviours in this fashion too. An off-task student can often be redirected through praise of a neighbouring student who is working and behaving appropriately. When staff do feel the need to resort to formal warnings and staged sanctions they are committed to doing so in a calm, non-confrontational and professional manner at all times.

READY TO LEARN
The aims of Ready to Learn are:

To eliminate all disruptive behaviour, so that there is a scholarly culture where students take learning seriously and no learning time is wasted
To provide clarity for staff and students about acceptable behaviour and the consequences of poor behaviour or behaviour that means students are not ready to learn
To foster an environment of mutual respect amongst and between staff and students
To encourage students to be self-motivated and responsible, independent learners who take responsibility for their own actions
To enable teachers to deliver lessons that inspire, engage, challenge and supportstudents to reflect on their learning in a positive learning environment free from interruptions

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

• Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
• Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
• One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
• I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

• Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
• In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
• Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
• Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

• Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
• Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
• I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

• I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
• As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
• It is best to paraphrase content and cite your source.

 

LopesWrite Policy

• For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
• Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
• Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
• Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

• The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
• Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
• If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
• I do not accept assignments that are two or more weeks late unless we have worked out an extension.
• As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

• Communication is so very important. There are multiple ways to communicate with me: 
  • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
  • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.