Foundations of Program Planning (11:607:401)
- The course is 100% online, facilitated through Rutgers CANVAS; there are no face-to-face sessions.
- Module "work week" runs Monday - Sunday
3 Credits. The purpose of this course is to provide students with the purpose, understanding, and value of program planning. Students will have the skill set to develop, design, implement, and evaluate effectiveness-based planning for multifaceted program areas. This course is beneficial for students pursuing careers in healthcare, public health, human services, education, community development, non-governmental organizations (NGO), faith-based organizations, non-profits, government (local, state, federal), foundations, and business and corporations.
- Identify and examine requisite components/elements for effectiveness-based program planning to achieve successful organizational and systems outcomes;
- Apply the program planning design process, with requisite components/elements to an organizational issue/problem/opportunity;
- Develop the required skill set to conduct effectiveness-based program planning, including knowledge of program tools for target audience (e.g. ethical considerations for content, marketing strategies) and determining the appropriate teaching techniques for audience;
- Design and develop an effectiveness-based program plan to achieve successful outcomes with requisite components/elements (e.g., needs assessment, goals & objectives, budget, marketing plan, evaluation) for an organizational issue/problem/opportunity.
Text: Planning Programs for Adult Learners: A Practical Guide, 3rd edition. Caffarella and Daffron. Jossey-Bass, 2013.
Final grade with be representative of:
- Discussion Questions = 30%
- Prep Assignments = 25%
- Quizzes = 20%
- Final Project = 25%
Per Rutgers guidelines:
A = 90–100
B+ = 87–89.9
B = 80–86.9
C+ = 77–79.9
C = 70–76.9
D = 60–69.9
F = below 60
|Excellent||A||Demonstrates a very thorough understanding of context and purpose. Uses appropriate and relevant content to illustrate mastery of effective program planning—all required elements included. Demonstrates detailed attention to specific program elements required for organizational and system success. Uses language that is clear, fluent, and virtually error free.|
|Above Average||B+||Demonstrates a thorough understanding of context and purpose. Uses appropriate and relevant content to illustrate mastery of effective program planning—all required elements included. Demonstrates detailed attention to specific program elements required for organizational and system success. Uses language that is clear, fluent, and with few writing errors.|
|Average||B/C+||Demonstrates an adequate understanding of context and purpose. Uses appropriate and relevant content to illustrate mastery of effective program planning—and/or nearly all required elements included. Demonstrates attention to specific program elements required for organizational and system success. Uses language that conveys meaning, although writing contains errors.|
|Basic||C||Demonstrates basic understanding of context and purpose. Uses appropriate, yet simple content to illustrate effective program planning—and/or nearly all required elements included. Demonstrates minimal attention to specific program elements required for organizational and system success. Language usage conveys meaning, although writing contains errors.|
|Unacceptable||D||Demonstrates lack of basic understanding of context and purpose. Appropriate content needed to illustrate effective program planning—and/or required elements missing. Demonstrates minimal attention to specific program elements required for organizational and system success. Language usage lacking in conveying meaning; writing contain many errors.|
NOTE: normal course "work week" runs Monday thru Sunday
- Overview of Course
- Assignment: Module One Discussion Question: Welcome Icebreaker
- Read Chapter 1: Program Planning for Adults
- Read Chapter 2: Introducing the Interactive Model of Program Planning
- Assignment: Module Two Discussion Question - Ethics
NOTE: for this and upcoming discussions, incorporate elements from the chapter reading(s) and module content.
- Read Chapter 3: Exploring Foundation Knowledge of Program Planning
- Assignment: Module 3 Discussion Question - Cultural Differences.
- Read Chapter 4: Discerning the Context
- Assignment: Model Program Plan Prep #1 (Vision). Details in Module Four. Submit WORD document through the Module tab.
- Read Chapter 5: Building a Solid Base of Support
- Assignment: QUIZ 1: Chapters 1–5 (30 questions: multiple choice and true/false)
- Read Chapter 6: Identifying and Prioritizing Ideas and Needs (i.e., Needs Assessment)
- Assignment: Discussion Question - Program Needs/Needs Assessment
- Read Chapter 7: Developing Program Goals and Objectives
- Assignment: Model Program Plan Prep #2 (Goals and Objectives). Details in Module Seven. Submit WORD document through the Module tab.
- Read Chapter 8: Designing Instruction
- Assignment: Discussion Question – Instructional Techniques
- Read Chapter 9: Devising Transfer of Learning Plans
- Assignment: Discussion Question: Transfer of Learning
- Read Chapter 10: Formulating Program Evaluation Plans
- Assignment: QUIZ 2: Chapters 6–10 (30 questions: multiple choice and true/false)
- TIP for Model Program Plan development: Review Exhibit 10.4 in text, "Techniques for Collecting Evaluation Data" to identify which tools are applicable for your final project.
- Read Chapter 11: Selecting Formats, Scheduling, and Staffing Programs
- Read Chapter 12: Preparing and Managing Budget
- Discussion Question: Budget Considerations
- Assignment: Model Program Plan Prep #3 (Budget). Details in Module Twelve. Submit WORD document through the Module tab.
- Read Chapter 13: Organizing Marketing Campaigns
- Read Chapter 14: Details, Details, Details
- Read Chapter 15: Revisiting the Model and Looking to the Future
- Discussion Question: Marketing Campaigns
- Assignment: QUIZ 3: Chapters 11–15 (30 questions: multiple choice and short answer)
- Final Project - Model Program Plan due
NOTE: There is no final exam in the course
Students will be responsible for adhering to the academic integrity policies.
It is important that students have the tools to succeed in this course. Please see the instructor *as soon as possible* with any difficulties or questions regarding the course materials. In addition, the Office of Student Affairs is available for any other needs or concerns.
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