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ITT TECHNICAL INSTITUTE
EN3220
Written Analysis
Onsite Course

GRADED ASSIGNMENTS

Table of Contents Graded Assignments 4 Unit 1 Journal 1: Personal Narrative 4 Unit 1 Journal 1: Personal Narrative Handout 6 Unit 1 Journal 2: Civic Narrative 9 Unit 1 Journal 2: Civic Narrative Handout 11 Unit 1 Assignment 1: What Would You Do? 12 Unit 2 Journal 1: Personal Narrative 13 Unit 2 Journal 1: Personal Narrative Handout 15 Unit 2 Journal 2: Civic Narrative 19 Unit 2 Journal 2: Civic Narrative Handout 20 Unit 2 Journal 3: Article Response 22 Unit 2 Assignment 1: What Would You Do? 23 Unit 2 Assignment 2: Declaration of Independence and Public Safety 25 Unit 3 Journal 1: Car Commercials 26 Unit 3 Journal 2: Personal Narrative 27 Unit 3 Journal 2: Personal Narrative Handout 28 Unit 3 Journal 3: Civic Narrative 31 Unit 3 Journal 3: Civic Narrative Handout 32 Unit 3 Journal 4: Taste vs. Judgment 34 Unit 3 Presentation 1: What Would You Do? 35 Unit 3 Assignment 1: Habits That Hinder Thinking 36 Unit 4 Journal 1: Invention Exercise 37 Unit 4 Journal 1: SWOT Analysis Template 38 Unit 4 Journal 2: Personal Narrative 39 Unit 4 Journal 2: Personal Narrative Handout 41 Unit 4 Journal 3: Civic Narrative 43 Unit 4 Journal 3: Civic Narrative Handout 44 Unit 4 Assignment 1: What Would You Do? 46 Unit 4 Assignment 2: Invention White Paper 47 Unit 5 Journal 1: Personal Narrative 48 Unit 5 Journal 1: Personal Narrative Handout 49 Unit 5 Journal 2: Civic Narrative 51 Unit 5 Journal 2: Civic Narrative Handout 53 Unit 5 Assignment 1: What Would You Do? 55 Unit 6 Journal 1: Errors of Validity 57 Unit 6 Journal 2: Personal Narrative 59 Unit 6 Journal 2: Personal Narrative Handout 60 Unit 6 Journal 3: Civic Narrative 62 Unit 6 Journal 3: Civic Narrative Handout 64 Unit 6 Assignment 1: What Would You Do? 66 Unit 7 Journal 1: Sniper Ranking Exercise 67 Unit 7 Journal 2: Personal Narrative 69 Unit 7 Journal 2: Personal Narrative Handout 70 Unit 7 Journal 3: Civic Narrative 72 Unit 7 Journal 3: Civic Narrative Handout 73 Unit 7 Presentation 1: Public Safety PowerPoint 74 Unit 7 Assignment 1: What Would You Do? 76 Unit 8 Journal 1: Space Shuttle Program Closing (PORTFOLIO) 77 Unit 8 Journal 2: Energy Exercise 78 Unit 8 Journal 3: Personal Narrative 80 Unit 8 Journal 3: Personal Narrative Handout 81 Unit 8 Journal 4: Civic Narrative 84 Unit 8 Journal 4: Civic Narrative Handout 86 Unit 8 Assignment 1: What Would You Do? 88 Unit 9 Journal 1: Tesla Automobile Reflection 90 Unit 9 Journal 2: Personal Narrative 91 Unit 9 Journal 2: Personal Narrative Handout 92 Unit 9 Journal 3: Civic Narrative 95 Unit 9 Journal 3: Civic Narrative Handout 96 Unit 9 Assignment 1: What Would You Do? 99 Unit 10 Journal 1: Personal Narrative 100 Unit 10 Journal 1: Personal Narrative Handout 101 Unit 10 Journal 2: Civic Narrative 105 Unit 10 Journal 2: Civic Narrative Handout 106 Unit 10 Journal 3: Assessing Team Process 109 Unit 10 Assignment 1: What Would You Do? 110 Project 111 Unit 3 Project Part 1: Team Formation and SWOT Analysis 114 Unit 4 Project Part 2: Team Project Topic Selection 117 Unit 5 Project Part 3: Listing Exercise and Project Bibliography 118 Unit 6 Project Part 4: Project Description and Resource Development 120 Unit 7 Project Part 5: Project Analysis—Q&A 122 Unit 8 Project Part 6: Selecting a Solution 124 Unit 9 Project Part 7: Storyboard Presentation and Draft Research Paper Peer Review 126 Presentation Evaluation Rubric 128 Peer Review Checklist 129 Unit 10 Project Part 8: Individual Project Paper and Final Team Review 130 Unit 11 Project Part 9: Team Presentations 132 Final Presentation Grading Rubric 134

Graded Assignments

Unit 1 Journal 1: Personal Narrative

Course Objectives and Learning Outcomes * Evaluate the critical elements of a source document. * Apply creative thinking to propose a set of solutions to a problem. * Define and differentiate between a problem and an issue. * Identify steps to solve a problem or refine an issue. * Apply creative thinking to achieve personal, professional, and civic goals.

Assignment Requirements
Read and engage in role-play based on the Unit 1 Journal 1: Personal Narrative handout. Then ask yourself what you would do next in that situation.

Working in small groups, write a script presenting recommended next steps for John and Zorab. You will act out your script for the class.

After all groups present their scripts, write a half-page reflection on the proposed script outcomes, noting any challenges, issues, and concerns that you think John and Zorab should consider. Submit your reflection as a Unit 1 Journal 1 assignment. Your assessment will reflect the elements in the Unit 1 Journal 1: Assessment Rubric.

Complete this reflective paragraph as homework.

Required Resources * Unit 1 Journal 1: Personal Narrative Handout * Writing Assignment Grading Rubric

Submission Requirements
Your one-half page reflection assignment should be typed, double-spaced, and should follow standard documentation format.
Submit your completed assignment to your instructor as a journal assignment at the beginning of the next unit.

Evaluation Criteria
See the Writing Assignment Grading Rubric distributed this week. Remember that this Writing Grading Rubric will be used as the evaluation criteria for all future writing assignments in this class.
Unit 1 Journal 1: Personal Narrative Handout

Personal Goals: Starting a Side Service Business
John and Zorab are friends. They want to start a side business because they need more income. They think they have a good idea, which is to teach healthy cooking classes in home kitchens, but they don’t know how to start. Both currently work part time as cooks in a local restaurant, while also attending school. Although John and Zorab are from very different backgrounds, they became friends from working together at the restaurant.

John and Zorab work together on the line as prep cooks at a local higher end restaurant. John learned to cook at his dad’s restaurant, while Zorab started as a dishwasher at that restaurant in high school, working nights to help her family make ends meet. She also started to help with the kitchen prep and the chef taught her additional skills. Now she routinely subs for the chef on slow nights. Both John and Zorab are in their twenties and they are both into fitness and healthy eating.

Recently they have started to cook healthy meals for their friends as a team, and have jokingly talked about becoming a cooking team and applying for one of the Food Network Challenges.

Both John and Zorab attend college. John attends a local ITT Tech and is planning on getting a degree in IT. Zorab attends ITT Tech online; she is trying to complete a business program.
.
Zorab’s math skills are excellent but she struggles with writing. John does well in IT and math but he, too, dislikes writing.

John lives with friends, but Zorab still lives with her parents.

Two weeks ago, Zorab and John learned that the restaurant might cut their hours because business had slowed. John and Zorab are concerned and know that they need to maintain their income. Zorab mentioned to John that she believed that they could make additional income from teaching others how to cook healthy meals at home. John loved the idea and they decided to meet today to discuss and make plans.

At the local coffee shop:

John: Hey, how are you—let me get my coffee.

Zorab: Okay—just looking up some things on my phone.
John: [sits down] So, you think we can do this?

Zorab: [shrugs] We can try. Here, look at what this person does. [Zorab holds up her phone to show
John.] She lives in Chicago and teaches, making a full time living from this.

John: But we were talking about teaching in homes. That might be hard because not everyone has a kitchen that has all the stuff.

Zorab: Yeah, I know. We’d probably have to take some gear with us, like all the time.

John: Well, we both have our own stuff, but carrying it—I didn’t think about that.

Zorab: We’d need a name.

John: [frowns] Yeah.

Zorab: And my dad has to file paperwork, too, for his business. We might have to do that; we’re dealing with food and there are some health department regs, just like at the restaurant.

John: How do we find that out?

Zorab: I don’t know.

John: What do you want to call this?

Zorab: I don’t know.

John: That’s helpful.

Zorab: [laughs] Yeah, I know.

Zorab: I think we need to get organized, but I am not sure what we need to do first. Maybe we need to ask the Chef for help?

John: Don’t we need a business plan? And if we ask him, he would just take it over. That’s how he is.

Zorab: Yes, I know. I guess so. But where do we start? I don’t know anything about writing a business plan. Writing isn’t fun anyway. This makes the idea so complicated.

John: It was your idea. It’s still a great idea. And we need the money.

Zorab: So what’s next?

Unit 1 Journal 2: Civic Narrative

Course Outcomes and Learning Objectives * Evaluate the critical elements of a source document. * Apply creative thinking to propose a set of solutions to a problem. * Define and differentiate between a problem and an issue. * Apply creative thinking to achieve personal, professional, and civic goals. * Identify steps to solve a problem or refine an issue. * Explore leadership, citizenship, and community problem solving.

Assignment Requirements
You should read and engage in role-play based on the Unit 1 Journal 2: Civic Narrative handout. Then, working in small groups, list every element you can think of related to a campaign to improve public safety and reduce homelessness.

Free-write or list for five minutes, identifying every issue that could be part of a campaign in a city community. Then note the key issues, listing one issue on a note card that you then post to a board or lay out on a table. Following this exercise, the class should review and rank the issues by importance.

Then, discuss answers to the following questions:
Who is responsible for solving community problems?
What role does government play?
What is the role of the family in solving community problems?
What is the role of community groups?

Following the listing exercise, groups should discuss a community’s role in solving problems and answer the following questions:
How are community groups created?
What makes a good community team?
What key roles are needed?
What should be the scope of a community team?

After the discussion, write a short paragraph summarizing your discussion answers. You will submit a typed version of this paragraph as your Unit 1 Journal 2: Civic Narrative assignment.

Required Resources
Unit 1 Journal 2: Civic Narrative Handout
Writing Assignment Grading Rubric

Submission Requirements
Your one-half page assignment should be typed, double-spaced and submitted to the instructor as a journal assignment for Unit 1. Complete the exploratory paragraph as homework.

Evaluation Criteria
See the Writing Assignment Grading Rubric.

Unit 1 Journal 2: Civic Narrative Handout

Because of lack of response to revitalization concerns in a New Jersey neighborhood, a community is upset with its elected officials and organizes a grassroots political campaign to change leadership. To get organized, the ad hoc group of citizens tries to identify key issues for their area for the local campaign, because the larger voting community cares more about larger issues than just their neighborhood’s problem with homelessness.

A small community group of people who’ve worked together on several local rebuilding projects since the hurricane is meeting because they are concerned about the number of citizens who are still homeless in their neighborhood. The group has decided to meet to determine what—if anything—can be done to assist citizens with returning to their homes and revitalizing the community.

The group consists of John, who lives next to a local store that was destroyed during the storm; Susan, who is new and came to New Jersey after Sandy to help rebuild and decided to stay; Mary, who grew up in New Jersey; Angel (his nickname), who lives next door to Mary; and James, who owns the store. They are a small but vocal group who first came together when they decided to plant a community garden.

Today the group is meeting in the small garden at the back of Mary’s house. She serves coffee and they start to talk about their problems.

John points out that the local election for Council will be in May—the elections happen each year, he notes. Three local candidates are running, but none has come to meet with their group. None of the candidates has said anything about helping with homelessness; all the platforms focus on rebuilding.

Mary points out that their group could get more organized and “have a voice” in the election. Everyone thinks that’s great, but no one seems to know the next steps. Finally, Angel, who’s been quiet, speaks up. “It’s not that hard,” he says. “We just need to get their attention about the homelessness problem so they’ll work on it.” But John notes that their neighborhood is just a small part of the area that any council member will represent. “We don’t have enough votes here,” he said. Mary responds: “Our issues are everyone’s issues—we just need to show that. Let’s list them.”

Unit 1 Assignment 1: What Would You Do?

Course Objectives and Learning Outcomes * Evaluate the critical elements of a source document. * Apply creative thinking to propose a set of solutions to a problem. * Define and differentiate between a problem and an issue. * Identify steps to solve a problem or refine an issue. * Apply creative thinking to achieve personal, professional, and civic goals. * Explore leadership, citizenship, and community problem solving. * Find various forms of evidence, including items from the ITT Tech Virtual Library, that address two opposing views on an issue and demonstrate an understanding of the issue in a debate, including facts and data points.

Assignment Requirements
In a one- to two-page paper, write a short paragraph exploring the community’s role in solving problems. How are community groups created? What makes a good community team? What key roles are needed? What should be the scope of a community team? Your paper should define and/or identify challenges, and describe potential outcomes. How would you overcome the challenges?

Your paper should be one to two pages, typed, double-spaced, in APA format.

Review your essay for completeness and correctness according to the assessment rubric that follows. Be sure that your essay follows standard formatting and APA documentation standards for all cited material.

Required Resources
ITT Tech Virtual Library (if you support your material with researched content)
Writing Assignment Grading Rubric (distributed in Unit 1)

Submission Requirements
Your one- to two-page assignment should be typed, double-spaced, and submitted to your instructor as an assignment for Unit 1. The essay should be completed as homework. Evaluation Criteria
See the Writing Assignment Grading Rubric.

Unit 2 Journal 1: Personal Narrative

Course Objectives and Learning Outcomes
Describe how creative thinking and critical thinking are applied to daily situations.
Evaluate the critical elements of a source document.
Evaluate bias in personal thinking habits and discuss ways to overcome bias and bad thinking habits.
Define an abstract concept and demonstrate understanding of the concept in a debate addressing core beliefs.

Assignment Requirements
Complete the role-play on the Personal Narrative Handout.

Part 1 of this activity will be completed in class. Break into smalls groups to write a checklist for gathering information about starting a small business (using John and Zorab’s business and an example). In creating this checklist, your group should consider the following questions: 1. Why do John and Zorab want to start this business? 2. What do John and Zorab love about the business? 3. What will John and Zorab find inspiring about the business? 4. What should John and Zorab’s business look like in one year, two years, and five years?

For Part 2 of this assignment, your instructor will lead a discussion on the characteristics of a vision statement. Then your group should discuss and create a list of what should be in John and Zorab’s vision statement. After your group completes their work, your group will present your checklists to the class.

For your homework assignment, you will write a one-page vision statement for John and Zorab’s business. You should consider examples of corporate vision statements and understand that the vision statement should capture the goals and aspirations of the proposed business. You can find samples of business vision statements at Skills2Lead.com: http://www.skills2lead.com/sample-vision-statements.html.

You also may read the following article, available in the ITT Tech Virtual Library:
Jensen, L. (Nov. 19, 2007). Business vision must stir the heart. The Press. Christchurch, New Zealand. Retrieved from ITT Tech Virtual Library> Periodicals> LexisNexis Academic.

Your one-page vision statement should be typed and double spaced, and you should submit it as part of your journal for this course.

Required Resources
Unit 2 Journal 1: Personal Narrative Handout
Writing Assignment Grading Rubric (distributed in Unit 1)
Sample Vision Statements * http://www.skills2lead.com/sample-vision-statements.html
Jensen, L. (Nov. 19, 2007). Business vision must stir the heart. The Press. Christchurch, New Zealand. Retrieved from ITT Tech Virtual Library> Periodicals> LexisNexis Academic

Submission Requirements
Your one-page vision statement should be typed, double-spaced, and submitted to your instructor as a journal assignment for this unit, due by the next class. Complete this assignment as homework.

Evaluation Criteria
See the Writing Assignment Grading Rubric (distributed in Unit 1).

Unit 2 Journal 1: Personal Narrative Handout

Personal Goals: Starting a Side Service Business

Summary:
John and Zorab want to start a side business because they need more income. They think they have a good idea, which is to teach healthy cooking classes, but they don’t know how to start. Both currently work part-time as prep cooks in a local restaurant while also attending school. Although John and Zorab are from very different backgrounds, they became friends from working together at the restaurant.

Backstory:
John and Zorab work together on the line as prep cooks at a local higher-end restaurant. John learned to cook at his dad’s restaurant. Zorab started as a dishwasher at that restaurant in high school, working nights to help her family make ends meet. She also started to help with the kitchen prep, and the chef taught her additional skills. Now she routinely subs for the chef on slow nights. Both are in their twenties. They met at the restaurant and have become friends.

Recently, they have started to cook for their friends as a team and have jokingly talked about becoming a cooking team and applying for one of the Food Network Challenges.

Both John and Zorab attend college. John attends a local ITT Tech and is planning on getting a degree in IT. Zorab attends ITT Tech online; she is working on completing her associate’s degree in business. Her math skills are excellent, but she struggles with writing. John does well in IT and math, but he, too, dislikes writing.

John lives with friends, whereas Zorab still lives with her parents.

Two weeks ago, Zorab and John learned that the restaurant might cut their hours because business has slowed. John and Zorab are concerned and know that they need to maintain their income. Zorab mentioned to John that she believed they could make additional income from teaching others how to cook healthy meals at home. John loved the idea, and they met a week later to start the planning process.

This week, John and Zorab are going into Round 2 in trying to get their business started. Zorab has made an appointment at a local Small Business Development Center (SBDC). She learned about the SBDC in one of her ITT Tech classes. The offices are part of government economic support for small businesses and offer free counseling and resources for individuals who want to start businesses. She had also been introduced to the idea of a business plan and told John she understood the SBDC could help with creating one.

Outside the SBDC office door, John and Zorab meet as planned. They have a 2:30 appointment with the local business counselor. When Zorab walks up, John is seated in one of the chairs in the waiting area, and he looks bored and sleepy. He’s wearing jeans with a ripped right knee and a t-shirt with a picture of a frying pan with text stating “Great Cooks Lead Great Lives.” Zorab is dressed up for the occasion and is wearing a dress and high heels. She looks at John and frowns.

Zorab: Wow, are you really ready for this?

John looks at her. It’s clear he doesn’t get her point.

Zorab: You didn’t dress up at all.

John: Why should I? This is just to find out what to do. It’s not important.

Zorab: This is the SBDC. They can help us get started, but we need to look serious.

John: Looks aren’t important. It’s what we do that’s important.

Zorab: But impressions do count, just like at the restaurant, where we have to stage the tables. Remember what the Chef always tells us?

John: But that’s the business. This is just us getting information.

Zorab: [shaking her head] But this isn’t just getting information; this person can help us through the whole process. They have to see that we’re serious. This is our first official business contact.

John: I am serious. I don’t have to dress up to be serious.

The door opens, and a younger woman in a business suit and heels opens the door. She introduces herself as the local SBDC coordinator.

SBDC: I’m Diane Lewis. You must be John and Zorab. Please come in.

They sit down at a small conference table.
SBDC: Tell me about why you’re here. I know you want to start a business.

Zorab: Yes, we want to start a side business. We’ve been cooks for a while and we are really good. We think we can start a business teaching healthy cooking classes.

SBDC: Have you looked at any similar businesses?

Zorab: Just online.

SBDC: That’s a start. Who would be part of the business?

Zorab: Just John and myself. We would be partners.

John shifts in his chair.

SBDC: So tell me about your idea. Who would you teach?

John: We think we would focus on people our age who want to learn how to cook, with a focus on really fresh, healthy food.

SBDC: Okay, but you are going to have to be much more specific than that! Let me ask another really important question: Have you two thought about your approach and your business ethics and vision?

Zorab: I don’t understand.

SBDC: Starting a business is hard work. Many businesses don’t succeed because the upfront planning and especially the research aren’t done or aren’t done sufficiently. Other businesses don’t succeed because their vision and goals aren’t focused. The last part is what I’m talking about. I guess I’m asking, what’s your dream? What do you want to be known for in your community? Businesses are more than just profit and loss statements—they are also members of a community. So your choices are about you but also about what you can offer other people.

John: I never thought of it that way, but yeah, I see that.

Zorab is silent. She’s thinking about how this is going to be so much more complex than she realized. She also realizes that neither she nor John is good at writing but that they are going to have to write.
SBDC: Let’s get you started with some planning. Zorab, you mentioned when you called that you’re taking classes at ITT Tech in business and that you learned about business plans. That’s step one. I’m going to give you some examples and guided checklists, and you’ll need to fill out the checklists so that you can write your plan. I would suggest that the better writer of the two of you start on this. Writing the plan will formalize your idea and set up a timeline. The other thing that needs to occur is research of similar businesses, both here and in other areas. This shouldn’t be casual.

John: We want to be approachable—teaching healthy cooking can’t be formal.

SBDC: [laughing] No, I didn’t mean your business image! Love your T-shirt, by the way. I meant that your research and planning shouldn’t be casual! Okay, take a look at these sample documents. Here are some forms for market research that you can complete. This other form is a checklist for developing your business plan—note that the very first question deals with your values, ethics, and vision. Take time on that. Our hour is up—let’s set another appointment. For next time, bring these back completed.

John and Zorab leave. Outside in the parking lot, John is skeptical.

John: She’s making this way too complex. This is a simple idea.

Zorab: No, she’s right. We need to clearly state our goals and vision in writing. That’s called a mission statement, I think. That’s in one of my textbooks. And we need to do the research. But we can do this. I know we can.

Unit 2 Journal 2: Civic Narrative

Course Objectives and Learning Outcomes
Describe how creative thinking and critical thinking are applied to daily situations.
Evaluate the critical elements of a source document.
Use the ITT Tech Virtual Library to locate issue and/or problem-solution documents.
Apply the process of peer review in refining a solution.
Define an abstract concept and demonstrate understanding of the concept in a debate addressing core beliefs.

Assignment Requirements
Engage in a role-play based on the Unit 2 Civic Narrative Handout. Following the role-play, you should locate, read, and briefly discuss an article from the ITT Tech Virtual Library about rebuilding New Jersey after Hurricane Sandy. Share your article with your classmates.

Next, discuss the following questions with your classmates:
What role should government play in community restoration?
What are specific actions that a government leader can/should take? Compare the government’s role to the role of a citizen. What specific actions should a citizen take to support community restoration?

After the discussion, write a brief response—no more than a half page—including a reflection/critical response to the discussion, to submit to your journal. Be sure to include a brief summary of the article you found as part of your reflection.

Required Resources
Unit 2 Journal 2: Civic Narrative Handout
Writing Assignment Grading Rubric (distributed in Unit 1)
ITT Tech Virtual Library

Submission Requirements
Your half-page assignment should be typed, double-spaced, and submitted to your instructor as a journal assignment for Unit 2 at the beginning of the next class. Complete this assignment as homework.

Evaluation Criteria
See the Writing Assignment Grading Rubric (distributed in Unit 1)

Unit 2 Journal 2: Civic Narrative Handout

The superstorm known as Hurricane Sandy was a Category 3 hurricane that affected the entire eastern seaboard of the United States (from Florida to Maine). Especially impacted were New Jersey and New York; in these areas, the storm’s damage resulted in a release of raw sewage into communities that severely hindered the effort to recover and rebuild. A small community group of people who have worked together on several local rebuilding projects since the hurricane is meeting because they are concerned about the slow rate of recovery in their neighborhood.

The group consists of John, who lives next to the local store that was devastated in the storm; Susan, who is new and came to New Jersey after Sandy to help rebuild and decided to stay; Mary, who grew up in New Jersey; Angel (his nickname), who lives next door to Mary; and James, who owns the store. They are a small but vocal group who first came together when they decided to plant a community garden.

This time, the group meets in John’s townhouse. Of everyone, he has the largest TV—a 56-inch flat screen with surround sound—and they want to watch a news broadcast called “Rebuilding After Sandy.” The broadcast is of a press release from December 1, 2012, when mayors from large cities impacted by the hurricane held a press conference about the problem of rebuilding the communities. Mary found it in the C-Span archives when she went to the local library to do some research.

City council elections are coming up soon, and the group is looking for ideas that they can take to the candidates. John brings out drinks and some popcorn, and the group settles down to watch the program.

After watching the clip, Angel, who arrived late, speaks first. “How are we going to use any of this? The Feds aren’t going to help. They didn’t help when Sandy hit—look what happened.”

Mary says, “Times have changed. People are more aware of New Jersey now. We can make this a big deal, but it needs to be done in a way that gets people’s attention in the right way. Susan, you did corporate communications, didn’t you? In New York?”

Susan nods. “This is an issue that affects the whole city, not just our neighborhood, so I think we should have a candidate’s forum on community restoration. We can host it in the store. But we need to name our group, make it more formal. We can create a Citizen’s Political Action Committee.”

Mary volunteers to call the candidates and set a date, and Susan says she’ll get the paperwork together. They set a date for the group to meet next week.

John’s house is next door to James’ corner store. As the group leaves John’s house, they walk by the boarded-up windows of James’ store. The windows were broken during a robbery, but the plywood was left over from Sandy. It still shows the marks made by rescue groups looking for bodies after the water receded.

Unit 2 Journal 3: Article Response

Course Objectives and Learning Outcomes
Describe how creative thinking and critical thinking are applied to daily situations.
Evaluate the critical elements of a source document.
Apply a five-step strategy for critical reading, viewing, and listening.

Assignment Requirements
Remarks following a tour of storm damage in Brigantine, New Jersey. Daily Compilation of Presidential Documents. Retrieved from: http://web.ebscohost.com.proxy.itt-tech.edu/ehost/detail?vid=3&sid=e59abe65-0391-4e84-acbd-7833ca5d55cb%40sessionmgr10&hid=9&bdata=JnNjb3BlPXNpdGU= - db=f5h&AN=83520375

After reading and discussing the article, write a short paragraph summarizing the key aspects of community restoration as identified by President Obama. Then write a second short paragraph making a recommendation about roles the government could play in rebuilding New Jersey. In a third paragraph, consider whether the roles you identified are abstract or concrete. Be sure to explain your answers.

Required Resources
ITT Tech Virtual Library
Writing Assignment Grading Rubric (distributed in Unit 1)

Submission Requirements
Your essay should be typed, double-spaced, and submitted to your instructor as a journal assignment, due at the beginning of the next class. Complete this assignment as homework.

Evaluation Criteria
See the Writing Assignment Grading Rubric (distributed in Unit 1).

Unit 2 Assignment 1: What Would You Do?

Course Objectives and Learning Outcomes
Describe how creative thinking and critical thinking are applied to daily situations.
Evaluate the critical elements of a source document.
Define an abstract concept and demonstrate understanding of the concept in a debate addressing core beliefs.

Assignment Requirements
Read and discuss the article from the case study about crime in New York, “Problem Solving: Civic Solutions for Crime in the Big Apple—Interview with Bill Bratton, former Chief of Police of the NYPD” (from the ITT Tech Virtual Library: Massey, D. (June 28, 2010) Best idea ever: Many thought crime here couldn’t be tamed. Then Bill Bratton took command of the NYPD. Crain’s New York Business. Retrieved from Periodicals> LexisNexis Academic).

Chief Bill Bratton, working under Rudy Giuliani, then mayor of New York, did the unthinkable: he actually instituted policies that lowered crime rates in New York City. During Giuliani’s tenure, New York adopted CompStat, “Broken Windows,” and other specific strategies to lower crime, including bringing local cops back to the beat, walking the neighborhoods.

Email to Elected Official
For your assignment, consider the question, “If you moved to a community with a high crime problem, what you would do?” Write a three- to five-paragraph email or letter to a local elected official, making recommendations for action. The email or letter should be formal and follow this organization: 1. Introduce the crime problem. 2. Note and recommend strategies for overcoming challenges (and refer to the Massey article). 3. State the desired outcome.

Required Resources
ITT Tech Virtual Library
Writing Assignment Grading Rubric (distributed in Unit 1)

Submission Requirements
Your assignment should be typed (double-spaced) in 12-point Times New Roman or Arial font, formatted with one-inch margins, and submitted to your instructor at the beginning of the next class. Complete this assignment as homework.

Evaluation Criteria
Writing Assignment Grading Rubric (distributed in Unit 1)

Unit 2 Assignment 2: Declaration of Independence and Public Safety

Course Objectives and Learning Outcomes
Describe how creative thinking and critical thinking are applied to daily situations.
Evaluate the critical elements of a source document.
Evaluate bias in personal thinking habits and discuss ways to overcome bias and bad thinking habits.
Define an abstract concept and demonstrate understanding of the concept in a debate addressing core beliefs.

Assignment Requirements
Read the Declaration of Independence. A digital version of the Declaration is available on the Library of Congress website at http://myloc.gov/exhibitions/creatingtheus/interactives/declaration/html/index.html. For a transcript, see http://www.ushistory.org/declaration/document/ or another site you can find by searching for “Declaration of Independence text.”

After reading the Declaration of Independence, write a two-page paper applying one or two abstract concepts from the Declaration to issues of public safety. Address whether a conflict exists between governmental roles in public safety and the civil liberties/personal freedoms that the Declaration addresses. Your paper should have a clearly defined introduction, body, and conclusion.

Required Resources
ITT Tech Virtual Library
Library of Congress website
Writing Assignment Grading Rubric (distributed in Unit 1)

Submission Requirements
Your paper should be typed, double-spaced, and formatted according to standard documentation conventions (APA). You should submit it by the next class session.

Evaluation Criteria
See the Writing Assignment Grading Rubric (distributed in Unit 1).

Unit 3 Journal 1: Car Commercials

Course Objectives and Learning Outcomes
Describe how creative thinking and critical thinking are applied to daily situations.
Evaluate the critical elements of a source document.
Identify problems or errors in critical thinking.
Identify hidden premises and implications of hidden premises.

Assignment Requirements
Read pp. 54–61 in The Art of Thinking. After a group discussion and review of car commercials, write a paragraph on your choice of vehicle, examining any possible use of stereotyping, bias, or cultural expectation—for example, is the purchase of a pickup truck tied to rural stereotypes? Type your paragraph, double-spaced, and submit it as a journal assignment.

Required Resources
The Art of Thinking, pp. 54-61
Writing Assignment Grading Rubric

Submission Requirements
The assignment should be typed, double-spaced, and submitted to your instructor as a journal assignment, due in the next class session. Complete this assignment as homework.

Evaluation Criteria
Writing Assignment Grading Rubric

Unit 3 Journal 2: Personal Narrative

Course Objectives and Learning Outcomes
Describe how creative thinking and critical thinking are applied to daily situations.
Evaluate the critical elements of a source document.
Use the ITT Tech Virtual Library to locate issue and/or problem-solution documents.
Identify problems or errors in critical thinking.
Identify hidden premises and implications of hidden premises.

Assignment Requirements
After a group discussion of the difference between John and Zorab’s perspectives on corporate image (dress, business image, formal versus informal approaches), choose the approach you would select and explain why. Write a half page giving your choice of image and your reasons. Type your document, double-spaced, and submit it as a journal assignment. The assessment will reflect the elements in the Unit 3 Journal 2: Assessment Rubric.

Required Resources
Unit 3 Journal 2: Personal Narrative Handout
Writing Assignment Grading Rubric

Submission Requirements
Your half-page assignment should be typed, double-spaced. Submit it to your instructor as a journal assignment at the beginning of the next unit. Complete this assignment as homework.

Evaluation Criteria
Writing Assignment Grading Rubric

Unit 3 Journal 2: Personal Narrative Handout

Backstory:
John and Zorab work together on the line as prep cooks at a local higher-end restaurant. John learned to cook at his dad’s restaurant. Zorab started as a dishwasher at that restaurant in high school, working nights to help her family make ends meet. She also started to help with the kitchen prep, and the chef taught her additional skills. Now she routinely subs for the chef on slow nights. Both are in their twenties. They met at the restaurant and have become friends.

Recently, they have started to cook healthy meals for their friends as a team and have jokingly talked about becoming a cooking team and applying for one of the Food Network Challenges.

Both John and Zorab attend college. John attends a local ITT Tech and is planning on getting a degree in IT. Zorab attends ITT Tech online; she is working on completing her associate’s degree in business. Her math skills are excellent, but she struggles with writing. John does well in IT and math, but he, too, dislikes writing.

John lives with friends, whereas Zorab still lives with her parents.

Zorab and John learned that the restaurant might cut their hours because business has slowed. John and Zorab are concerned and know that they need to maintain their income. Zorab mentioned to John that she believed they could make additional income from teaching others how to cook at home. John loved the idea, and they met to start the process of planning.

Last week, John and Zorab completed round two in trying to get their business started, and both attended a free counseling session at the local Small Business Development Center. That session gave them some homework: a business planning checklist and a vision statement.

The checklist was straightforward, and John and Zorab were able to go through it in one two-hour afternoon session. The vision statement has been more difficult. They thought they would get both done in one session but had to break, as it was time to go to the restaurant to start their shifts.

Today, John and Zorab are meeting at the local coffee shop to try again to draft their vision statement. Zorab has her laptop open, and they are using the ITT Tech Virtual Library’s business resources, which Zorab’s ITT Tech business instructor recommended.

Zorab: I didn’t realize how much was in here. I’m not good at finding things on the website.
John: Neither am I, but the librarian at the campus does a seminar. I think we need to attend it.

Zorab: Yeah. There is really a lot here. So where would those vision statements be? There is a ton on writing business plans just in the business section alone. Even the SBDC is listed as a resource.

John: Maybe you should’ve gone here first before going to the SBDC.

Zorab: [looking irritated] I’m not the only one doing this, remember?

John: I know. Look at this. It’s under Sample Business Plans. Wow, there’s even a template. [opening the document] Like the coordinator said last week, there’s a lot to this. Oh, wow, here’s a sample business plan for a company that does carryout food. Open that one.

Open the sample plan from the ITT Tech Virtual Library: School of Study> School of Business> Research Guides> Business Plans> Business Plan Preparation (under Online resources: Writing a business plan).

Zorab: This is good—this is closely related to what we want to do. But where’s their vision/mission statement? They don’t seem to have one.

John: Keep looking.

Zorab: [clicking through the document] Here you go. It’s under something called The Sweet Basil Experience. And it isn’t really a full mission statement—this is a marketing piece. [shaking her head] They talk about their experience and the smells and the samples—like a home kitchen. We want to be more professional and formal than that—more upscale, like you said originally.

John: But upscale doesn’t necessarily mean formal in the food world. People will do this for fun, and we need to show that in our mission/vision.

Zorab: Yeah, but we want to make money and to really show our skills. We need to sound and look like we know what we’re doing.

John: Now you’re the one making this too complicated. Formality and upscale aren’t the same.

Zorab: Say that when the banker turns you down.
John: You mean us, don’t you? Stop turning this on me. What’s your problem? We need to agree on this piece—that’s what the SBDC lady said, and she’s right.

Zorab: But you don’t seem to get it.

John: Get what?

Zorab: That this has to be real, not just fun.

John: I get that, but why can’t it be both? And if we’re having fun and doing the right thing, won’t we do better in sales? Look, in English class we had to list things to get content. Why don’t we do that here? We’ll both list goals and values and then try to put something together.

Zorab: [looking irritated again, but resigned] Okay.

Unit 3 Journal 3: Civic Narrative

Course Objectives and Learning Outcomes
Evaluate the critical elements of a source document.
Identify problems or errors in critical thinking.
Identify hidden premises and implications of hidden premises.

Assignment Requirements
Read and engage in role-play based on the Unit 3 Civic Narrative handout, which features a debate about which location is better, a local church or a local school. Answer the following questions: Where should the forum be held? Why? What image drives your choice?

Provide an explanation for your choice of venue. Type your individual answer, double-spaced, and submit it as a journal assignment.

Required Resources
Unit 3 Journal 3: Civic Narrative Handout
Writing Assignment Grading Rubric

Submission Requirements
Write a half-page response. Your answer should be typed, double-spaced, and submitted to your instructor as a journal assignment, due in the next class session. Complete this assignment as homework.

Evaluation Criteria
Writing Assignment Grading Rubric

Unit 3 Journal 3: Civic Narrative Handout

Because of a lack of response to community restoration needs in a New Jersey neighborhood, a community is upset with its elected officials and organizes a grassroots political campaign to change leadership. To get organized, the ad hoc group of citizens tries to identify the key issues for their area, for the local campaign, because the larger voting community cares more about larger issues than just their neighborhood’s problems with community restoration.

As you saw in Unit 2, the group decided to do some research and look for solutions from other cities on community restoration. They watched and discussed a video on rebuilding after a natural disaster. Then they decided to get active in the mayor’s race by forming a defined Citizen’s Political Action Committee with the goal of hosting a candidates’ forum.

The group gathers once again at John’s townhouse, this time around his kitchen table. Mary distributes yellow legal pads and pens. The group is going to have a brainstorming session about their candidates’ forum. Susan has pulled together the paperwork for their group to form a political action committee, if they want to do that, but right now the group is only looking at sponsoring a question-and-answer forum for all of the City Council candidates running in the May elections.

James is absent, but everyone else is there. Susan, who interned for a legislator on Capitol Hill in Washington, DC, before moving to New Jersey, is seated at the head of the table. Around the table are Angel, John, and Mary.

Angel: My church, Saint Michael’s, said they’d allow us to have the forum in their community hall.

Mary: Angel, we haven’t even decided on a time. And wouldn’t Saint Michael’s want to cosponsor? That might get into some issues. Also, Saint Michael’s is located in a very dangerous area. That might impact attendance.

Susan: There’s also the image to consider. The congregation at Saint Michael’s is already supporting one candidate heavily. Wouldn’t that be unfair to the other two candidates?

Angel: I don’t see what the issue is. It’s a venue, and they won’t charge us.

Mary: Well, that’s good, but Susan is right about the community getting the wrong impression. We want this to be a fair Q&A session, and I don’t see that it will be if it’s at Saint Michael’s. And there’s also the issue of Saint Michael’s being perceived as a cosponsor. Do we want that? And how do we want to present ourselves?

Angel: It’s stupid not to take advantage of a free place. How else are we going to pay for this? And Saint Michael’s is just as concerned about crime as we are.

Susan and Mary look at Angel. Finally Susan responds.

Susan: Yeah, that’s right, but there are other issues here—we don’t want to have a candidates’ forum with only one candidate, and that might happen at Saint Michael’s because they are so heavily behind the one guy. We need to be fair. Maybe a local school?

Mary and John nod and Angel looks really irritated.

Unit 3 Journal 4: Taste vs. Judgment

Course Objectives and Learning Outcomes
Describe how creative thinking and critical thinking are applied to daily situations.
Evaluate the critical elements of a source document.
Use the ITT Tech Virtual Library to locate issue and/or problem-solution documents.
Illustrate the steps you use to solve a problem or refine an issue.
Identify problems or errors in critical thinking.
Identify hidden premises and implications of hidden premises.

Assignment Requirements
Read pp. 68–73 in The Art of Thinking. Write a half-page paper exploring how the characters in a comedy film or comedy show that you select illustrate the differences between taste and judgment. Grading of the assignment will reflect the elements in the Writing Assignment Grading Rubric.

Required Resources
The Art of Thinking, pp. 68-73
Writing Assignment Grading Rubric

Submission Requirements
Your assignment should be typed (double-spaced) and submitted to your instructor at the beginning of the next class. Complete this assignment as homework.

Evaluation Criteria
Writing Assignment Grading Rubric

Unit 3 Presentation 1: What Would You Do? Course Objectives and Learning Outcomes
Describe how creative thinking and critical thinking are applied to daily situations.
Evaluate the critical elements of a source document.
Use the ITT Tech Virtual Library to locate issue and/or problem-solution documents.
Illustrate the steps you use to solve a problem or refine an issue.
Identify problems or errors in critical thinking.
Identify hidden premises and implications of hidden premises.

Assignment Requirements
Watch the ABC News item about a man who was left on the sidewalk, dying, after he rescued a woman from her attacker. A video camera caught passersby ignoring him and, in one case, actually stepping over him.

Davis, L., et al. (April 25, 2010). Good samaritan left for dead on city sidewalk. ABCNEWS.com. Retrieved from: http://abcnews.go.com/GMA/Weekend/dying-homeless-man-stopped-mugging-sidewalk/story?id=10471047

How would you react, if you were in a similar situation as a passerby? Prepare a short visual presentation using PowerPoint explaining your response. In your presentation, note what biases may be a factor. Your presentation should be approximately five slides and should do the following:
Introduce the crime—the attack and subsequent lack of concern from passersby.
Note and recommend strategies for overcoming challenges (refer to ideas in the video).
State the desired outcome.

Required Resources
ITT Tech Virtual Library
Writing Assignment Grading Rubric

Submission Requirements
Present your PowerPoint and give a copy of the presentation to your instructor. You should complete this assignment as homework, due in the next class session.

Evaluation Criteria
Writing Assignment Grading Rubric

Unit 3 Assignment 1: Habits That Hinder Thinking

Course Objectives and Learning Outcomes
Describe how creative thinking and critical thinking are applied to daily situations.
Evaluate the critical elements of a source document.
Illustrate the steps you use to solve a problem or refine an issue.
Identify problems or errors in critical thinking.

Assignment Requirements
Review the six habits that hinder thinking in The Art of Thinking, pp. 54–61. Select three of the habits and write one page on each habit, applying the habit to your own decision making. Identify examples of you acting with that particular habit and note the outcomes of the examples.

Required Resources
The Art of Thinking, pp. 54-61
Writing Assignment Grading Rubric

Submission Requirements
You should type the assignment, double-spaced, and submit it to your instructor. Complete this assignment as homework, due in the next class session.

Evaluation Criteria
Writing Assignment Grading Rubric

Unit 4 Journal 1: Invention Exercise

Course Objectives and Learning Outcomes * Describe how creative thinking and critical thinking are applied to daily situations. * Participate in a collaborative writing process. * Apply critical thinking to select a viable and innovative solution to a problem or issue. * Express a problem or issue and use creative thinking processes, including different brainstorming approaches, to propose solutions. * Utilize the collaborative writing process.

Assignment Requirements
Complete the following group activity with the team you formed in Unit 3.

Do the following with your team: 1. Brainstorm an invention to present to the class. 2. Complete a SWOT analysis of the invention. 3. Present your invention to the class as if you are inventors looking for investors to fund your research and development costs.

Then, write a short paragraph examining how your team worked together. Submit the paragraph as a journal homework assignment.

Required Resources
Unit 4 Journal 1: SWOT Analysis Template
Writing Assignment Grading Rubric

Submission Requirements
The paragraph should be typed, double-spaced, and submitted to your instructor as a journal assignment, due in the next class session. Complete this assignment as homework.

Evaluation Criteria
Writing Assignment Grading Rubric

Unit 4 Journal 1: SWOT Analysis Template Strengths | Weaknesses | Opportunities | Threats |

Unit 4 Journal 2: Personal Narrative

Course Objectives and Learning Outcomes * Participate in a collaborative writing process. * Apply critical thinking to select a viable and innovative solution to a problem or issue. * Express a problem or issue and use creative thinking processes, including different brainstorming approaches, to propose solutions. * Utilize the collaborative writing process.

Assignment Requirements
Functional roles in a business may include:
Business manager
Public relations
Finance (includes bookkeeping and accounting functions)
Marketing and sales
Product and service development
Service provider (teacher, consultant)

After successful completion, you should understand the relationship between functional roles on a team and the importance of functional roles in managing the steps involved in team problem solving. The activity is also designed to reinforce team roles for the team project assignments.

Assignment Requirements
After role-playing the narrative and a group discussion of the roles, write a brief statement (no more than a half page) assigning functional roles to John and Zorab and explaining your choices.

Submit the statement as a journal assignment. Grading will reflect the elements in the Writing Assignment Grading Rubric.

Required Resources
Unit 4 Journal 2: Personal Narrative Handout
Writing Assignment Grading Rubric

Submission Requirements
Your half-page statement should be typed, double-spaced, and submitted to your instructor as a journal assignment, due in the next class session. Complete this assignment as homework.

Evaluation Criteria
Writing Assignment Grading Rubric

Unit 4 Journal 2: Personal Narrative Handout

John and Zorab are friends. They want to start a side business because they need more income. They think they have a good idea, which is to teach healthy cooking classes, but they don’t know how to start. Both currently work part-time as cooks in a local restaurant while also attending school. Although John and Zorab are from very different backgrounds, they became friends from working together at the restaurant.

Unit 1 introduced John and Zorab’s first planning session for their business, where they identified key elements, actions, and knowledge they needed.

In Unit 2, you watched as John and Zorab went to a Small Business Development Center.

In Unit 3, you saw Zorab and John disagreeing over a vision statement for their business plan.

Now John and Zorab finally have agreed on a vision statement. They also met with their SBDC coordinator and completed a SWOT analysis with her assistance. Now they need to discuss their respective formal roles in the business, exploring how they should apply the results of the SWOT analysis.

At the restaurant, after closing hours, John and Zorab are eating late and talking about the SWOT analysis they completed as part of the work for the SBDC office.

Zorab: Remember what the coordinator said today. We need to spend time really defining our roles based on our individual strengths, but she also said we needed to be flexible.

John: Well, this is easy. We don’t even need to read the document. I’ll do the marketing and cooking. You do the business administration.

Zorab: [looking at John silently, then shaking her head] John!

John: What? [laughing] Okay, we’ll go through it.

Zorab: My skills include organization and communication. Yours show an emphasis on creativity. But according to this, neither one of us is a good planner.

John: That means we’re in trouble.
Both start laughing.

Zorab: But think about this: We have some key functional roles. We want a partnership, but we’ll need to handle accounting and bookkeeping, marketing and sales, business projections, and product development. We also need to have a planning element. One of us has to check how we’re doing according to the business plan.

John: Okay, you’re taking classes in accounting with your degree. Doesn’t it make sense that you handle the accounting? It relates to your organizational skills.

Zorab: But you’re better with spreadsheets.

John: So I set the spreadsheets up for you, and you maintain the books—or we’ll buy software like the coordinator recommended.

Zorab: One down. What about marketing and sales?

John: I think I am better at that.

Zorab: Why? What in the analysis says that?

John: Because I’m creative.

Zorab: But a lot of marketing is keeping up with contacts, setting up visits, making calls—it’s a lot of legwork, not just creativity.

John: So why don’t you do that, too, and I’ll work on our product offerings—our classes. I’ll also do the planning.

Zorab: I don’t think we’re doing this the right way—it’s really informal.

John: So? The analysis is just a guideline.

Unit 4 Journal 3: Civic Narrative

Course Objectives and Learning Outcomes * Participate in a collaborative writing process. * Use the ITT Tech Virtual Library to locate issue and/or problem-solution documents. * Apply critical thinking to select a viable and innovative solution to a problem or issue. * Express a problem or issue and use creative thinking processes, including different brainstorming approaches, to propose solutions.

Assignment Requirements
Engage in role-play based on the Unit 4 Civic Narrative handout. After role-playing the narrative and having a small group discussion, consider the concepts introduced in this course and how they apply in this situation. Chapter 6 in The Art of Thinking addresses curiosity, Chapter 9 addresses problem solving, and Chapter 10 explores the need for critical thinking. Using these three categories, develop a list of six questions for the candidates’ forum, with two questions falling under curiosity, two questions addressing problem solving, and two questions requiring critical thinking on the part of the candidates.

Type your six questions and submit them as a journal assignment.

Required Resources
Writing Assignment Grading Rubric
ITT Tech Virtual Library

Submission Requirements
Your six questions should be typed, double-spaced, and submitted to your instructor as a journal assignment for the next class. Complete this assignment as homework.

Evaluation Criteria
Writing Assignment Grading Rubric

Unit 4 Journal 3: Civic Narrative Handout

Previously: Because of a lack of response to community restoration needs in a New Jersey neighborhood, a community was upset with its elected officials and organized a grassroots political campaign to change leadership. To get organized, the ad hoc group of citizens tried to identify the key issues for their area, for the local campaign, because the larger voting community would care more about larger issues than just their neighborhood’s problems with rebuilding.

In Unit 2 you saw the group decide to do some research and look for solutions from other cities on rebuilding communities. They watched and discussed a video on community restoration. Then they decided to get active in the mayor’s race by forming a defined Citizen’s Political Action Group with the goal of hosting a candidates’ forum.

In Unit 3 you saw the group come back together to talk about the next steps in setting up the candidates’ forum. They disagreed about the specific forum location. Angel argued that a church, Saint Michael’s, would be a good choice because it was free, but the others disagreed because it is located in a dangerous neighborhood.

Unit 4’s activity shows the team setting up for the candidates’ forum. The team solved their location problem, and three candidates have confirmed their participation. However, logistics and who is handling what aspect have not been clearly defined, and John and Mary gave different instructions to one of the three attending candidates. There is also the problem of coming up with a list of questions for the candidates.

The group has gathered at the local elementary school. They are on the stage in the school cafeteria, moving chairs. Angel is setting up the microphone, the sound system, and the podium. John is setting chairs in a line on the stage, and Mary is walking behind him, rearranging the chairs. James comes in.

James: We need a table.

Mary: That would mean a tablecloth. The candidates will be here in 45 minutes.

John: No, 30. I told them 6:30.

Mary: [looking at John] You told them a half hour early? I thought we said it should be 15 minutes. This is a really casual venue.
John: Not to them it isn’t. Two of them asked if we had a mic and audio and if we invited the press.

Mary: I thought that we did that already. Didn’t Susan do that? Where is she, anyway? She’s the one with all the experience with this. She has our questions.

James: She called me. She can’t come. Her dog is sick.

Mary: Are you serious?! I’ll need to go get the questions that Susan and I wrote at the last meeting—remember we emailed them to you. Hey, does anyone have the questions that I emailed on their phone? Remember Susan and I spent all that time researching urban crime and developing background questions? We want to see if any of the candidates have done their homework. And we also want to see if any one of them is thinking seriously about fixing the problem.

Angel: Did someone say something about a table?

Mary: Okay. Listen. Angel and James—go get a table from the stack over there. I’m going to go home and get the questions and a tablecloth. Ask the candidates to spend time greeting—we’ll start 15 minutes late.

James: Well, look at the bright side: We have three candidates coming to talk, and we advertised with fliers all over town. We should have really good attendance.

Angel: What would be good attendance?

Mary: Okay. Okay. I’m going now. John, can you greet each of the candidates? And tell them that they should take time to meet the attendees, as we’ll start at 7:15. I’ll be back just as soon as I can.

John: Shouldn’t we get some water for them?

James: See you soon, Mary. And don’t worry, it’s cool. This will work.

Mary rushes off to get the questions for the candidates.

Unit 4 Assignment 1: What Would You Do?

Course Objectives and Learning Outcomes * Use the ITT Tech Virtual Library to locate issue and/or problem-solution documents. * Express a problem or issue and use creative thinking processes, including different brainstorming approaches, to propose solutions.

Assignment Requirements
In the ITT Tech Virtual Library, find and read an article on Henry Ford’s invention of charcoal. Then write a script showing Mr. Ford pitching his product idea to distributors, explaining why charcoal (a new concept) would be well received by consumers. Your script should be approximately one page long, typed, and double-spaced. Cite the article using appropriate documentation conventions.

Required Resources
Writing Assignment Grading Rubric
ITT Tech Virtual Library

Submission Requirements
Your script should be typed, double-spaced, and presented to your instructor by the next class session. Complete this assignment as homework.

Evaluation Criteria
Writing Assignment Grading Rubric

Unit 4 Assignment 2: Invention White Paper

Course Objectives and Learning Outcomes * Use the ITT Tech Virtual Library to locate issue and/or problem-solution documents. * Express a problem or issue and use creative thinking processes, including different brainstorming approaches, to propose solutions.

Assignment Requirements
During class, your team developed a concept for an invention. Consider that group exercise and write a one-page white paper and develop a PowerPoint to introduce the invention idea developed in the classroom exercise. Use the ITT Tech Virtual Library to look up examples of white papers. Your paper must be typed, double-spaced, and should use appropriate documentation conventions. Your PowerPoint should consist of five to seven slides and should serve as an additional visual aid for introducing your concept.

Required Resources
ITT Tech Virtual Library
Writing Assignment Grading Rubric

Submission Requirements
Your paper should be typed, double-spaced, and submitted to your instructor, along with your five- to seven-slide PowerPoint, by the next class session. Complete this assignment as homework.

Evaluation Criteria
Writing Assignment Grading Rubric

Unit 5 Journal 1: Personal Narrative

Course Objectives and Learning Outcomes
Describe how creative thinking and critical thinking apply to daily situations.
Evaluate the critical elements of a source document.
Critically analyze and summarize complex documents.
Use the ITT Tech Virtual Library to locate issue and problem-solution documents.
Analyze two contrasting proposed solutions to a social problem.
Apply critical thinking to possible solutions to a problem or issue and decide on a research-based solution.

Assignment Requirements
After reading the narrative, pretend to be the SBDC counselor making a formal recommendation. Write a half-page recommendation for a specific business approach that John and Zorab should use based on the three ideas they presented. Explain your recommendation. Type your response, double-spaced, and submit it as a journal assignment. The assessment will reflect the elements in the Writing Assignment Grading Rubric.

Required Resources
Writing Assignment Grading Rubric

Submission Requirements
Type the half-page assignment, double-spaced, and submit it to the instructor as a journal assignment for this unit. Complete this assignment as homework. Evaluation Criteria
Is your response at least one half-page?
Does your recommendation address all three ideas John and Zorab presented?
Did you write your response from the perspective of the SBDC counselor?
Did you explain your response?
Did you refer to the Writing Assignment Grading Rubric?

Unit 5 Journal 1: Personal Narrative Handout

John and Zorab are friends. They want to start a side business because they need more income. They are happy with their idea to teach healthy cooking classes in home kitchens, but they do not know how to start. Both friends currently work part-time as cooks in a local restaurant while also attending school. Although John and Zorab come from very different backgrounds, they became friends while working together at the restaurant.

Recall their progress from previous units.

This week, John and Zorab agree on their business roles and start brainstorming features and benefits of their business, such as what key services will make their teaching business stand out. The counselor has advised them to follow the four stages of the creative process (pp. 103-105 in the textbook): 1) searching for challenges, 2) expressing the problem, 3) investigating the problem, and 4) producing ideas.

John and Zorab have completed the process and have written three ideas for the SBDC counselor’s review. They understand that they may need to refine their ideas before presenting them to potential lenders who might support their business. They do not completely agree on which idea is best, so they have asked for the SBDC counselor’s input.

At the SBDC office, John and Zorab sit down at the conference table to wait for the SBDC counselor to come into the meeting. Zorab is wearing a suit, but John wears just a polo shirt and jeans. Zorab looks at John and wishes he would dress up for their meetings. She thinks that they really need to have a polished look. The SBDC counselor walks in.

SBDC: Good morning! How are you both?

John: Fine.

Zorab: We’re looking forward to hearing your input!

SBDC: So what were the outcomes?

John: We came up with three approaches. My thinking is that we know our product, so we just need to market innovative classes based on what customers want.

SBDC: You mean, ask the clients and tailor your classes? So you would do specialized, custom training for each person? What if someone wanted to learn about a vegan diet or something that’s not typical around here? Do you feel you could offer the reputation of having skills in a variety of areas?

John: Well, we always have to learn. It will keep it fresh. This is like being a personal trainer, but in cooking.

Zorab: I think we need to be more specific and reach out to more people. John’s idea is to tailor to each customer, but that could become expensive and time-consuming. After going through the four-step process, I think the challenge will be marketing, and we need to have something specific to market. I came up with two other options. One is to do traditional, low-carb weight-loss cuisine, focusing on the Food Pyramid, which is really popular around here. The other is to focus on healthy foods, with a local food theme—that’s really trendy. With either, we could create niche markets. I think that’s what we need to do, based on other businesses that I’ve looked at—the ones that are successful seem to specialize.

John: I think we really don’t know what our clients will want until we ask them!

SBDC: Well, there are marketing and feasibility studies that can give you some answers. But let me recap: John wants to do total custom cooking training, with individual clients, and Zorab wants to have either larger classes in traditional, low-carb weight-loss cuisine or healthy foods that are native to this area. The last one seems more complex—there’s more than just the type of food involved and maybe a broader interest.

Zorab: We might be able to market it at the medical centers and gyms. Also, local food is a hot trend right now. I think more customers would want our classes if we had that kind of approach, and it would be easier to market than to the one-on-one idea. I think our main problem will be getting customers, and we need to go where there is already a base. We need to be more formal in our approach and we need to be structured. John doesn’t want so much formality.

SBDC: Sounds to me like Zorab has some good reasons. John, what do you think?

Unit 5 Journal 2: Civic Narrative

Course Objectives and Learning Outcomes
Describe how creative thinking and critical thinking apply to daily situations.
Evaluate the critical elements of a source document.
Critically analyze and summarize complex documents.
Use the ITT Tech Virtual Library to locate issue and problem-solution documents.
Analyze two contrasting proposed solutions to a social problem.
Apply critical thinking to possible solutions to a problem or issue and decide on a research-based solution.

Assignment Requirements
Assume you plan to host a public forum. After reading the narrative handout and discussing public interaction, write a set of five rules guiding public interaction for your forum. Consider creative solutions for rules promoting positive public response. How can you use rules to encourage only appropriate participation? Use both critical thinking and creative thinking to develop a set of five guidelines for meetings. You should submit the set of five rules as a journal assignment.

Before developing the rules, your group should use the ITT Tech Virtual Library to search for the following documents:
Columbia Electronic Encyclopedia (Feb. 2013). Robert's rules of order (6th ed.). Retrieved from Periodicals> EBSCO Academic Search Elite: http://web.ebscohost.com.proxy.itt-tech.edu/ehost/detail?vid=4&sid=fd656c12-cb27-43ed-a65b-98f57c2c9a25%40sessionmgr12&hid=123&bdata=JnNjb3BlPXNpdGU%3d#db=afh&AN=39028758
Goundrey, M. (2003, June 5). Imposing rules of order; Council seeks to restore decorum at public meetings. Hartford Courant. Retrieved from http://search.proquest.com.proxy.itt-tech.edu/docview/256699369/13F0A44355678D34808/1?accountid=27655 Follow the five-step assessment process introduced in the course for reviewing the materials:
1) Skim the articles.
2) Reflect on your perspective. 3) Read the articles.
4) Evaluate the input from the articles.
5) Express judgment.

Note that the five-step process is detailed on pp. 73-77 of The Art of Thinking.
Required Resources
Writing Assignment Grading Rubric
ITT Tech Virtual Library

Submission Requirements
You should type your list, double-spaced, and submit it to the instructor as a journal assignment. Complete this assignment as homework.

Evaluation Criteria
Did you:
Create five rules to guide your forum?
Explain how these rules will encourage only appropriate participation?
Refer to the Writing Assignment Grading Rubric?

Unit 5 Journal 2: Civic Narrative Handout

Civic Problems
Because of lack of response to a need to rebuild a New Jersey neighborhood, a community is upset with its elected officials and organizes a grassroots political campaign to change leadership. Review the group’s progress from previous units.

This week, the civic group holds a debriefing on the candidate’s forum outcome. Unfortunately, a candidate’s answer to one of the questions angers the forum attendees, and a member of the audience yells at the candidate for being unable to answer a question on the use of donated relief funds. The group is dismayed because this is the candidate they think will best help their neighborhood address its crime problem. They meet to discuss follow-up.

Angel: If we had had the forum in the church, it would have been better. People behave in church.

Mary: It was not good that the candidate got yelled at. He wouldn’t talk to me when he left—just said he had another appointment.

Angel: But he should know he has to answer tough questions in a meeting like that.

James: Yeah, I agree.

John: After that, people walked out. Not that we had really good attendance. Did we have 25 people?

Mary: Twenty-eight. I counted. Some came who wouldn’t sign in.

Angel: People don’t want to sign in at a public meeting.

James: Yes, it didn’t go well.

Susan: I’m sorry I couldn’t help—I had that emergency. So, we had maybe a 20-minute Q&A session, and the candidates started talking about the funds from relief organizations across the nation, and then someone yelled?

James: What happened is that when the candidates starting talking about rebuilding some areas before others, someone asked if the relief organizations were going to focus on certain groups. The one guy didn’t know how to answer. He didn’t want to say yes, but he did say that areas with local businesses were of primary concern. Then an angry woman yelled at him, “You mean better neighborhoods get fixed first?”

John: The candidate didn’t answer, and Mary stood up and asked for the next question. It got really quiet, so I asked a question about taxes. The candidates answered two more questions, but really no one wanted to stay after the woman yelled from the back.

Susan: Wow. This is not the response we hoped for. I’m sorry.

Mary: So what do we do now? Have another candidate forum?

John: I don’t think the candidates would come. We didn’t have really good attendance, and it wasn’t a good scene.

Susan: Yeah, we should have set clear rules going in. Know your crowd. We lost some ground with these guys on the issues. That’s too bad.

Angel: We should have had the meeting in the church! They wouldn’t have yelled there. And we’d have had more people.

James: Maybe you’re right, Angel, but we can’t go back and fix it now.

Unit 5 Assignment 1: What Would You Do?

Course Objectives and Learning Outcomes
Describe how creative thinking and critical thinking apply to daily situations.
Evaluate the critical elements of a source document.
Critically analyze and summarize complex documents.
Use the ITT Tech Virtual Library to locate issue and problem-solution documents.
Analyze two contrasting proposed solutions to a social problem.
Apply critical thinking to possible solutions to a problem or issue and decide on a research-based solution.

Assignment Requirements
View the case study video on entrepreneurship, in which a student develops an online program to help a friend with leukemia. You may access the video through the ITT Tech Virtual Library or directly using the link below:
Aaker, J. (2010, Nov. 17). Case study: Increasing the bone marrow registry. Stanford Entrepreneurial Thought Leaders Lecture Series. Video. * Direct video link: http://ecorner.stanford.edu/authorMaterialInfo.html?mid=2577

Then, complete a four-part exercise in which you work through the stages of the creative process, writing a short paragraph for each step:
1) Identify a challenge (personal identities should be anonymous).
2) Express the problem or issue.
3) Note what resources should be investigated.
4) Suggest an idea or ideas to assist your friends.

Required Resources
The Art of Thinking, pp. 103-105
Writing Assignment Grading Rubric

Submission Requirements
Type the four paragraphs, double-spaced, and submit your paper to the instructor in class at the beginning of Unit 6. Complete this assignment as homework.

Evaluation Criteria
Did you:
Identify a challenge?
Express the problem or issue?
Note what resources should be investigated?
Suggest an idea or ideas to assist your friends?
Refer to the Writing Assignment Grading Rubric?

Unit 6 Journal 1: Errors of Validity

Course Objectives and Learning Outcomes
Describe how creative thinking and critical thinking apply to daily situations.
Critically analyze and summarize complex documents.
Synthesize information from multiple source documents.
Identify errors in analysis. Assignment Requirements
After reviewing errors of validity in the textbook, read the following, accessed through the ITT Tech Virtual Library:
(2013, February 27). Federal complaint on disciplinary practices filed: Black students in Texas district unevenly punished, it claims. Education Week. Retrieved from General Education > Opposing Viewpoints in Context: http://ic.galegroup.com.proxy.itt-tech.edu/ic/ovic/MagazinesDetailsPage/MagazinesDetailsWindow?failOverType=&query=&prodId=OVIC&windowstate=normal&contentModules=&mode=view&displayGroupName=Magazines&limiter=&currPage=&disableHighlighting=false&displayGroups=&sortBy=&source=&search_within_results=&action=e&catId=&activityType=&scanId=&documentId=GALE%7CA321854288

Write a one-page brief based on your assigned role regarding the case. Your summary statement should include all key elements your group thinks should be considered during the legal process. Use the errors of validity in assessing the points in the lawsuit. Examine a minimum of two errors of validity in your brief. Type the brief, double-spaced, and submit it to your journal.

Required Resources
The Art of Thinking, Chapter 12
Writing Assignment Grading Rubric

Submission Requirements
Type the assignment, double-spaced, and submit it to the instructor as a journal assignment for this unit. Complete this assignment as homework.

Evaluation Criteria Did you:
Include all key elements your group thinks should be considered during the legal process?
Use errors of validity in your summary statements?
Write a full-page summary?
Refer to the Writing Assignment Grading Rubric?

Unit 6 Journal 2: Personal Narrative

Course Objectives and Learning Outcomes * Describe how creative thinking and critical thinking apply to daily situations. * Critically analyze and summarize complex documents. * Synthesize information from multiple source documents. * Create a careful expression of problems or issues. * Identify errors in analysis.

Assignment Requirements
Consider how John and Zorab relate to each other in the narrative handout. Are any of the errors of validity present, such as double standards or over-generalization? In a one-page paper, identify two or more errors of validity in the interaction between John and Zorab. The paper should illustrate the errors with examples from the narrative text. Type your paper, double-spaced, and submit it as a journal assignment.

Required Resources * Writing Assignment Grading Rubric * The Art of Thinking, Chapter 12

Submission Requirements
Submit your one-page, double-spaced homework response to the instructor as a journal assignment. Evaluation Criteria
Did you * Identify two or more errors of validity in the interaction between John and Zorab? * Illustrate the errors with examples from the text? * Write a one-page, double-spaced paper? * Refer to the Writing Assignment Grading Rubric?

Unit 6 Journal 2: Personal Narrative Handout

Personal Goals: Starting a Side Service Business
This week, John and Zorab have received the SBDC counselor’s commentary, which explains that their best idea needs more research for it to succeed. In the following narrative, John and Zorab explore comparable businesses in other cities. Zorab argues that they need to look at service businesses that do not exactly match their proposed model to gain the best knowledge. John wants to get the comparison done as quickly as possible because he thinks they are spending too much time in the planning phase.

John: So she liked the local food idea. I still think mine was better.

Zorab: But the local food idea offers lots of opportunities.

John: Yeah, I know.

Zorab: We need a feasibility study. We need to look at other businesses and health care, too.

John: Sure we need to look at some models, but a full study? That would take way too much time. And we don’t need it. We need to get started.

Zorab: But she recommended it.

John: She said it was a way for us to get some better data on what is out there.

Zorab: I looked at some examples in my business class.

John: So why don’t you do it?

Zorab: Aren’t you going to help?

John: Sure. Let me know what you want me to do.

Zorab: [glaring] Okay, let me find out some more information. We’ll probably have to look at a variety of cooking class services and health services.

John: If you focus on the specifics, we’ll get done faster.

Zorab: But from what I read in business class, we need to have a good sample. I’ll ask my instructor at ITT Tech what she thinks.

John: Makes sense. Remember, we don’t have a budget for this. Gotta keep it real, Zorab!

Zorab: I am keeping it real. But we need to know what we’re doing. Standard business practice is a feasibility study.

John: We’re looking at doing a part-time healthy cooking class—it’s not a four-star hotel start-up.

Zorab: But it is a real business, and we need to act professionally or no one will take us seriously.

John: I understand that we want to do a good job, but some of this seems silly to me. Why dress up for an SBDC counselor? She doesn’t care.

Zorab: It’s the total image thing. If we’re professional, we need to look professional. That includes knowing what the competition is and knowing our market and being able to show that we know it.

John: Knowledge and image aren’t the same thing. We started this because we like to cook and we like to be around people, and we think we can make some money doing this. Why don’t you just follow the business plan and use the comparables section?

Zorab: I’m going to talk to my business instructor.

John: Okay, but we can’t pay for a study. We can’t afford it.

Zorab: You don’t know that.

Unit 6 Journal 3: Civic Narrative

Course Objectives and Learning Outcomes
Describe how creative thinking and critical thinking apply to daily situations.
Critically analyze and summarize complex documents.
Synthesize information from multiple source documents.
Differentiate between simple versus complex problems or issues.
Create a careful expression of problems or issues.
Develop a project plan that addresses time management for team members and includes roles, deliverables, and a communication plan.

Assignment Requirements
After reading the civic narrative, discuss the issue of audience in small groups. Reread the petition statement in the handout. How should the campaigners have worded the petition?

Apply the five-step assessment process introduced in the course for reviewing the materials: 1. Skim the narrative. 2. Reflect on your perspective. 3. Read it again. 4. Evaluate the comments. 5. Express judgment.

Note that the five-step process is detailed on pp. 73-77 of The Art of Thinking.

Then, identify an issue relevant to your community, e.g., potholes or public transit concerns, and develop a petition statement requesting specific government action. Use both critical thinking and creative thinking to develop your own petition for an issue of your choosing. Type the petition, double-spaced, and submit it as a journal assignment.

Required Resources
Writing Assignment Grading Rubric
The Art of Thinking, pages 73-77

Submission Requirements
You should type the half-page assignment, double-spaced, and submit it to the instructor as a journal assignment. Complete this assignment as homework.

Evaluation Criteria
Did you:
State the two opposing views expressed in the narrative?
Discuss the reaction to the position and suggest possible rewordings?
Identify an issue relevant to your community?
Use both critical and creative thinking to develop your own petition for an issue of your choosing?
Write your response as a half-page, double-spaced document?
Refer to the Writing Assignment Grading Rubric?

Unit 6 Journal 3: Civic Narrative Handout

After deciding to try a new strategy due to the public meeting debacle, Angel, Susan, and Mary decide to write a petition asking for relief efforts in the area. James and John have signed on, too. Now Angel is out on the street in front of his parish church asking for signatures. Most people pass him by, but one person stops and asks to see the petition.

Angel: Hey, I know you from the parish hall, correct?

Man: Yes, I’m there sometimes. After I lost the apartment, it’s good to have a place to get into the air conditioning.

Angel: Wow, sorry to hear that. Hey, we’re doing a petition. Can you sign?

Man: Let me look at it. [He looks at the document and frowns and looks at Angel.]

Man: So you think this is a good idea?

Angel: Yeah, we have a lot of abandoned and destroyed homes in this neighborhood. More relief funding would help.

Man: How would that benefit me?

Angel: Rebuilding this community is a problem for everyone. James’ store on the corner was destroyed. Mary’s garden, which was a community landmark, was ruined. My car was lost as well.

Man: What you’re saying here won’t fix it. [Reads petition aloud]

“We the undersigned request a 50% increase in relief funding and assistance in this neighborhood. This community has not yet recovered after Hurricane Sandy and the lack of relief response has severely hindered the residents of this neighborhood. Neighborhood home values are falling, and the urban renewal movement that started after the hurricane is slowing down. We also have a high vagrancy problem—homeless people camp on the street in front of residences, creating an unsafe environment. This community pays its share of taxes. We request more relief funds and assistance to get our community restored and its residents returned to their homes.”

Man: You know there’s a recession, don’t you? You know that some of us didn’t have homes before the hurricane, don’t you? Or we don’t own the homes, and the landlords—who don’t live here—won’t fix them up after the hurricane. This is not our problem. And why do we need more funding? Who determines what the extra funds will be used for? How do we know they will be spent on rebuilding our neighborhood?

Angel: Well, maybe people around here don’t have homes, but they sure have cars and cell phones. And property.

Man: What’s that got to do with anything?

Angel: The government needs to provide the funds to make sure that the citizens of this neighborhood can return home.

Man: Rather than focusing on additional relief funds, the government needs to bring out the supplies so that we can rebuild our own homes.

Angel: Will you sign?

Man: No. I won’t. I can’t know for sure that the money will be spent on our neighborhood, so I don’t want to sign.

Unit 6 Assignment 1: What Would You Do?

Course Objectives and Learning Outcomes * Describe how creative thinking and critical thinking apply to daily situations. * Critically analyze and summarize complex documents. * Synthesize information from multiple source documents. * Create a careful expression of problems or issues. * Identify errors in analysis.

Assignment Requirements
Read this article, which can be found in the ITT Tech Virtual Library: Open Forum. (2010, July 7). Denver Post. Retrieved from: http://www.lexisnexis.com.proxy.itt-tech.edu/hottopics/lnacademic/?verb=sr&csi=8422&sr=lni%287YWF-RY30-Y8XN-C0HB%29

Evaluate the article according to the five-step process from your textbook on pp. 73-77. After reading and evaluating the news item about an incident in Colorado, consider how you would have handled the situation if you were the safety manager. Write a two-page essay considering the role of a safety manager in communicating to the public about racially motivated crimes.

Required Resources
ITT Tech Virtual Library
The Art of Thinking, pp. 73-77
Writing Assignment Grading Rubric

Submission Requirements
Type your two-page essay, double-spaced, and present it to the instructor as an assignment for this unit. Complete this assignment as homework.

Evaluation Criteria
Did you:
Write a two-page, double-spaced essay?
Tell how you would handle the situation if you were the safety manager?
Give reasons for your explanation?
Refer to the Writing Assignment Grading Rubric?

Unit 7 Journal 1: Sniper Ranking Exercise

Course Objectives and Learning Outcomes
Evaluate the critical elements of a source document.
Critically analyze and summarize complex documents.
Synthesize information from multiple source documents.
Conduct research on a complex problem/issue.
Develop refined solutions for a complex problem/issue.

Assignment Requirements
Read the following article about the sniper case that paralyzed the Washington, DC, metropolitan area until it was solved:
Schaffer, M. (2002). The getaway gunman. U.S. News and World Report. Retrieved from Periodicals> LexisNexis Academic.

Then, based on your reading and class discussion, rank the resources used to solve the case by their helpfulness to the case, ranking the most valuable as number one. Include a short paragraph with your list explaining your top three choices in terms of value to the investigation.
Eyewitness testimony
Unpublished reports
Published reports
Expert opinion
Experiment
Survey
Observational study
Research review
Personal experience
Other people’s experience

Submit your answers to your instructor as a graded journal assignment.

Required Resources * ITT Tech Virtual Library
Writing Assignment Grading Rubric

Submission Requirements
Type your assignment, double-spaced, and submit it to your instructor as a journal assignment for this unit. Complete this assignment as homework. Evaluation Criteria
Did you:
Rank the resources used in the case?
Explain your top three choices?
Write a paragraph long explanation for each of your choices?
Submit your assignment as a typed, double-spaced document?
Refer to the Writing Assignment Grading Rubric?

Unit 7 Journal 2: Personal Narrative

Course Objectives and Learning Outcomes
Participate in a collaborative writing process.
Synthesize information from multiple source documents.
Develop refined solutions for a complex problem/issue.

Assignment Requirements
Assume that Zorab chooses to create her own survey rather than hire someone to do a feasibility study to get information for their business plan. If you were in Zorab’s shoes, consider what questions you would ask and what representative sample you would consult.

Working in small groups, define the representative sample population and develop five multiple-choice questions to give as a survey surveying the respondents’ interest in cooking classes.

For homework, write a paragraph defining the representative sample. Submit your group’s five multiple-choice questions, typed and double-spaced, as a journal assignment.

Required Resources
Writing Assignment Grading Rubric

Submission Requirements
Type the half-page assignment, double-spaced, and submit it to the instructor as a journal assignment for this unit. Complete this assignment as homework.

Evaluation Criteria
Did you define your representative sample?
Did you present your group’s five questions?
Is your response typed and double-spaced?
Did you refer to the Writing Assignment Grading Rubric?

Unit 7 Journal 2: Personal Narrative Handout

Personal Goals: Starting a Side Service Business
This week, Zorab ignores John and does the broader research herself. She calls a comparable health food store in another city and talks to the owner about the start-up process and the challenges of owning a food business. While she finds the information valuable, she also realizes that she and John need to refine their business model as it relates to their concept of teaching cooking classes. When asked about market demographics and local food trends for their city, Zorab cannot answer with specifics. Carolyn, the owner of The Best Food For You, points out that they need to know what their market wants and suggests they work with a firm to conduct a feasibility analysis.

Zorab: Hello. May I speak to the owner? Carolyn: You have her. How can I help you? Zorab: My name is Zorab, and I work as a chef in the southern part of the state. My partner and I are working on a business concept, and the counselor at the SBDC advised that I call. Would you be willing to talk for a few minutes about your health food business? The other chef at the restaurant said that she knew you and had sent an email introducing me. Carolyn: Yes she did—normally I wouldn’t have time, but I can give you about five minutes. What do you need to know? Zorab: How did you decide on your market, your product area, and location? Did you research, or did you just think it would work? Carolyn: No. I hired a consultant. He did a feasibility study for me, and that helped. Health foods are popular here. I managed a major chain restaurant and didn’t have time to do the legwork myself. And there’s always some guesswork in starting a business—you can’t address every detail, but knowing the market is really important. Because of the study we did, we selected a different location in town. If you can afford to do so, get a study done. It will make planning much easier! You need to know the market: what consumers’ food preferences are, how much they spend on average, what food trends are in your locality, what types of recreation are popular. You’ll need to design your product to meet the market. I have to go—have to deliver some items. We also have a really busy catering business. I’m on the web—send me an email if you have other questions. Zorab: Carolyn, thank you so much.

Zorab sits quietly in frustration because John had already decided against a feasibility study. She looks at the chat on her Facebook page and notices that her friend Jane is online. Hitting the chat, Zorab begins typing:

Zorab: Hey Jane, Not happy. Jane: What’s going on? Zorab: John doesn’t want to do the work we need to do to start the business. I don’t think it’s going to work. He’s being a jerk. Jane: I’m sorry to hear that. What do you mean? Zorab: Just a real jerk. He’s expecting me to do all the work. He’s telling me what to do, but I have to do all the detailed planning. Jane: So talk to him. Zorab: I try. He doesn’t listen. Jane: Try again. Talk to our prof. Remember the class where we talked about surveys? She’ll help. Have to go—take care.

Unit 7 Journal 3: Civic Narrative

Course Objectives and Learning Outcomes
Critically analyze and summarize complex documents.
Synthesize information from multiple source documents.
Develop refined solutions for a complex problem/issue.

Assignment Requirements
Write a formal one-page letter to the local police chief presenting Angel’s proposal to use social networking tools as part of a community rebuilding effort. Look at examples of formal letters to guide your formatting for the assignment. Consider tone and word choice in composing the letter. Type the letter, double-spaced, and submit it as a journal assignment.

Required Resources
Writing Assignment Grading Rubric

Submission Requirements
Type the one-page assignment, double-spaced, and submit it to the instructor as a journal assignment. Complete this assignment as homework. Evaluation Criteria
Did you:
Write your response in the form of a formal letter?
Present Angel’s idea of using social networks to communicate information?
Use appropriate tone and word choice in your letter?
Refer to the Writing Assignment Grading Rubric?

Unit 7 Journal 3: Civic Narrative Handout

Civic Problems
This week brings the group back to the kitchen table at Mary’s house. Their petition failed, their forum had a public outburst, and they are feeling weary. In addition, they learn that one of their neighbors has moved to Texas because the family was unable to rebuild their home.

The group is frustrated, but Angel steps forward and surprises everyone with a recommendation. They then discuss whether his proposed solution will work, and what tweaks it needs.

Everyone is around the table at Mary’s except for Karen, who went back to DC for the weekend.

Angel: I got 15 signatures, but most of the people really didn’t want to deal with it. They also didn’t like the idea of begging for additional funding.

Mary: But these empty homes affect everybody.

Angel: Yeah, but the economy is on their minds. When I made the comment that everyone has a cell phone, this one guy got really mad. But it’s true—even the homeless guy down the street has one.

Angel: [silent for a moment] I have an idea.

Everyone looks at him.

Angel: We all use social networking sites, right? And we text. What if we set up a community support and information network on the Web? We could post pictures of the progress make with the funds we gain. We can set up a page on a social network site. That might be cool.

Everyone is quiet. Then Mary speaks.

Mary: Angel—that might work. And it wouldn’t have to offend anyone. We should get the funding agencies behind it, though. A social network of this kind won’t help if we don’t have their support. And we could set this up to be anonymous if we have to.

James: It’s different. But if we showed progress—yeah. Maybe.

John: Let’s try it. Might as well.
Unit 7 Presentation 1: Public Safety PowerPoint

Course Objectives and Learning Outcomes
Evaluate the critical elements of a source document.
Critically analyze and summarize complex documents.
Synthesize information from multiple source documents.
Conduct research on a complex problem/issue.
Develop refined solutions for a complex problem/issue.

Assignment Requirements
Read and apply the five-step process of analysis presented in The Art of Thinking, pp. 73-77, to the following article in the ITT Tech Virtual Library:
Schaffer, M. (2002). The getaway gunman. U.S. News and World Report. Retrieved from Periodicals> LexisNexis Academic.

Consider what type of change in public safety strategies might prevent or limit similar types of crime. Pages 197-200 of your textbook present three steps in refining a solution to a problem: 1. Working out details 2. Finding imperfections and complications 3. Making improvements

Develop a PowerPoint presentation of a crime solution in the context of the DC sniper shooting. Address each of the three refinement steps, creating at least one slide per step. Consider what change would improve public safety and prevent or lessen the opportunity for crimes similar to that of the DC sniper case. Explain what details you would need to work out, what might limit or complicate your solutions, and what additional improvements you could make to your solution.

Required Resources
ITT Tech Virtual Library
The Art of Thinking, pp. 73-77 and 197-200

Submission Requirements
Submit this assignment as a Microsoft PowerPoint presentation of no fewer than five slides (including a title slide and a reference slide). Submit your slideshow at the beginning of class in Unit 8.

Evaluation Criteria
Did you:
Apply the three steps for refining a solution to a problem?
Create a PowerPoint slideshow proposing a solution?
Make at least one slide per step?
Explain what details you would need to work out?
Identify limitations or complications in your solutions?
Indicate what additional improvements you could make to your solution?
Refer to the Writing Assignment Grading Rubric?

Unit 7 Assignment 1: What Would You Do?

Course Objectives and Learning Outcomes
Evaluate the critical elements of a source document.
Critically analyze and summarize complex documents.
Synthesize information from multiple source documents.
Gather information sources on a complex problem/issue.
Develop refined solutions for a complex problem/issue.

Assignment Requirements
Locate this video in the ITT Tech Virtual Library's audio and video resources, in the References section:
Centre for International Governance Innovation. Jeff Rubin and the end of globalization. Retrieved from: http://fora.tv/2010/10/28/Jeff_Rubin_Oil_and_the_End_of_Globalization#Jeff_Rubin_Rising_Oil_Prices_Will_Kill_Globalization

View the video and then write a two-page reflection on how high gas prices might change your own behavior, including your consumer and lifestyle choices.

Required Resources
ITT Tech Virtual Library
The Art of Thinking, pages 73-77
Writing Assignment Grading Rubric

Submission Requirements
Type your two-page essay, double-spaced, and present it to your instructor as an assignment for this unit. Complete this assignment as homework.

Evaluation Criteria Did you:
Indicate how a rise in gas prices would affect your consumer choices?
Indicate how a rise in gas prices would affect your lifestyle choices?
Produce two double-spaced pages?
Refer to the Writing Assignment Grading Rubric?

Unit 8 Journal 1: Space Shuttle Program Closing (PORTFOLIO)

Course Objectives and Learning Outcomes
Synthesize information from multiple source documents.
Apply creative thinking to propose a set of solutions to a problem.
Develop refined solutions for a complex problem/issue.

Assignment Requirements
Read the following articles, which can be found in the ITT Tech Virtual Library, and watch the video:
Powers, S. (2011, June 2) Endeavour returns from space the last Time: Flight of the shuttle Atlantis in July will mark final mission in 30 year program. The Gazette. Montreal. Retrieved from LexisNexis database.
Swallow, J. (2011, March 11). What’s next for space travel? The Advertiser. Australia. Retrieved from LexisNexis database.
2009, July 14) Profile: Franklin Chang-Diaz. PBS. Video. Retrieved from: http://www.pbs.org/wgbh/nova/space/profile-chang-diaz.html

Write a one-page reflection on the positives and/or negatives of the closing of the space shuttle program. Your response should be typed, double-spaced, and submitted for your portfolio.

Required Resources
ITT Tech Virtual Library
Writing Assignment Grading Rubric

Submission Requirements
Your assignment should be typed (double-spaced) and submitted to your instructor as a journal assignment for this unit. Complete this assignment as homework.

Evaluation Criteria
Did you: * Read both articles and watch the video? * Write a one-page reflection? * Include a discussion of the positives and/or negatives of closing the space program using information from the articles? * Refer to the Writing Assignment Grading Rubric?

Unit 8 Journal 2: Energy Exercise

Course Objectives and Learning Outcomes
Apply creative thinking to propose a set of solutions to a problem.
Develop refined solutions for a complex problem/issue.

Assignment Requirements
Read the following: (2010, May 14). Alternative energy: Will Increased Oil Drilling Help the US Solve Its Energy Crisis? ProCon.org. Retrieved from: http://alternativeenergy.procon.org/view.answers.php?questionID=001255

Write a one-page illustrated briefing paper to guide a lobbyist who will go to members of Congress arguing for or against approval of offshore oil leases in the Gulf of Mexico. Your paper should: 1. Identify potential objections. 2. Describe target audience. 3. Provide means of overcoming objections. 4. Provide a strategy for introducing the idea. 5. Address any issues of timing.

In addition, you need to include an illustration to strengthen your briefing paper. Cite the illustration.

Required Resources
Internet access
Writing Assignment Grading Rubric

Submission Requirements
Your assignment should be typed, double-spaced, and submitted to your instructor as a journal assignment for this unit. Complete this assignment as homework.

Evaluation Criteria
Did you: 1. Describe your target audience? 2. Identify potential objections? 3. Provide a means of overcoming objections? 4. Provide a strategy for introducing the idea? 5. Address any issues of timing? 6. Type and double-space your paper? 7. Refer to the Writing Assignment Grading Rubric?

Unit 8 Journal 3: Personal Narrative

Course Objectives and Learning Outcomes
Participate in a collaborative writing process.
Synthesize information from multiple source documents.
Apply creative thinking to propose a set of solutions to a problem.
Develop refined solutions for a complex problem/issue.

Assignment Requirements
After completing a role-play or reading the narrative, assess Zorab’s solution using the process from The Art of Thinking (p.199) in a small group discussion: 1. Check for common imperfections—safety, convenience, efficiency, economy, simplicity, and compatibility. 2. Compare the plan of action with competing plans of action (if applicable). 3. Consider what changes the plan will produce. 4. Consider the effects the plan will have on people.

After the group discussion, write a half-page assessment of Zorab’s solution, answering the following questions: 1. Is it the best plan of action? Why or why not? 2. What changes will be produced? 3. What effects might this plan have on people? 4. Are there any imperfections?

Required Resources
Writing Assignment Grading Rubric

Submission Requirements
Your half-page assignment should be typed, double-spaced, and submitted to the instructor as a journal assignment for this unit. Complete this assignment as homework. Evaluation Criteria
Did you: * Respond to all of the questions? * Write at least one half page? * Type and double-space your response? * Refer to the Writing Assignment Grading Rubric?
Unit 8 Journal 3: Personal Narrative Handout

Personal Goals: Starting a Side Service Business
John and Zorab are friends. They want to start a side business, as they need more income. They think they have a good idea, which is to teach healthy cooking classes in home kitchens, but they don’t know how to start. Both currently work part-time as cooks in a local restaurant while also attending school. Although John and Zorab are from very different backgrounds, they became friends from working together at the restaurant.

Unit 1 introduces John and Zorab’s first planning session for their business, where they (and students in a script writing exercise) identify the key elements/actions/knowledge needed. In Unit 2, John and Zorab go to a small business development center (SBDC).

Unit 3 shows Zorab and John disagreeing over a vision statement for their business plan. Unit 4 shows John and Zorab discussing their formal roles in the business, after completing a SWOT analysis. Unit 5 presented John and Zorab’s exploration of key services—the focus of their business. In Unit 6, Zorab wanted to look at a broader base of information for business models which John did not think was necessary. In Unit 7, Zorab’s research and discussion with the owner of a trendy healthy food store lead her to think that they need some more analysis, but she is afraid of conflict with John, who believes that she is unduly complicating the launch of the business.

In Unit 8, Zorab and John meet at the local coffee shop. They have their laptops open and Zorab has brought the files from the SBDC and her notes. She also developed an informal survey of food interests that she completed based on SBDC guidance, because a feasibility study was much too expensive. Their goal today is to come to terms with the launching of their business and to solidify their business idea and their target market.

Personal Goals: Starting a Side Service Business (Next steps):
Zorab is adamant that their idea needs a unique twist. While John wants to keep things simple, he basically agrees. After they look at the survey results, one thing jumps out—many respondents checked “eating healthy” as a primary concern. This confirms their initial plan to do healthy cooking classes. To further expand upon the business plan, Zorab proposes to John that they not only offer healthy cooking classes, but they also try to partner with the local gym chain as well to target individuals interested in health and fitness. She points out to John that people who are focused on health also usually want to eat well and that this would be a niche market that they could grow.

John likes the idea of incorporating the local gym chain, and he is amazed and impressed that Zorab came up with the idea based on her research. He tells Zorab that he is surprised. (He doesn’t tell her that he is impressed.) Zorab notes that the gym membership could be a starting point for their marketing.

John has some concerns about limiting what they do, but he’s ready to move with the idea. One of his friends works at the gym as a personal trainer and he calls his friend to set up a meeting.

Zorab is extremely happy and relieved because she expected a fight, and for once, John seems to have listened to her and liked her idea. John is relieved because Zorab is finally moving forward with something that seems to make sense but that is also different. He understands that they need to be unique and to provide a real service to make their idea work, but he also understands that they need to actually get started. He is tired of all the research.

John and Zorab are at a back table in the corner of the coffee shop, with open laptops.

John: So you put your survey results together? How many people did you survey?

Zorab: I did a phone survey, with five questions. I called 250 people, from every area of the city. Not everyone would respond, but I got 123 to answer. The outcomes were surprising!

John: That’s a lot of work.

Zorab: Yeah, it was. I could have used some help, but… anyway, I put the results in a spreadsheet. I asked about what aspect of cooking was most important, what type of food, and 83% said healthy food. Most of the answers also focused on quick meals—food that could be prepared easily and quickly. They didn’t say organic, but there was a definite connection between health and food as the #2 issue. Fast was #1. No one really cared about types of cuisines.

John: So we were right to focus on teaching how to cook healthy.

Zorab: Yes, but we still need to reach a market who wants that. I’ve been thinking. What if we work on a partnership with a local gym, or several gyms, to do a fitness, food, and training program? We could teach healthy cooking and the trainer provides the fitness piece. We would need to find a trainer at the gym who would work with us. That way, the gym members would be a group we could market to in starting up.

John: That’s a really good idea. I’m not sure we want to only do that—I still think people might want individual cooking lessons, just like the personal trainer at the gym, so maybe we shouldn’t limit ourselves. But it’s a start.

Zorab: No one else is doing this. We would be unique, which is what the SBDC counselor advised.

John: I know a guy over at the gym on South Street. I went to high school with him. He’s the marketing director there. Let me give him a call. Wow. I think we may finally be moving!

Zorab: That sounds great. And thank you.

John: Why?

Zorab: You like my idea. Finally.

John: Yeah, I think it will work. I’m going to go call him now.

Unit 8 Journal 4: Civic Narrative

Course Objectives and Learning Outcomes
Participate in a collaborative writing process.
Synthesize information from multiple source documents.
Apply creative thinking to propose a set of solutions to a problem.
Develop refined solutions for a complex problem/issue.
Conduct an audience analysis.
Anticipate audience objections.

Assignment Requirements
After role-playing or reading the narrative, consider the issue of audience for the group and what concerns on pp. 240-241 of the text might apply to the group’s attempt at outreach to its community. 1. Is the audience likely to be influenced by popular misconceptions? 2. Is the audience’s perspective likely to be narrow? 3. Is the audience unobservant about important considerations? 4. Will the audience understand the issues easily and clearly? 5. Would the audience appreciate the solution?

You should also consider whether there are multiple audience categories. Would government officials have a different response to the proposal than would the local residents? How would the teenagers in the neighborhood respond?

List each type of audience that the civic group needs to reach, and find a photo or illustration that represents each audience type. You may need two or three images. Then look at the photo and consider what it says about the audience. Identify and list objections that this audience may have for the proposal. For each objection you list, you should write in one sentence a way to overcome the objection and, in a second sentence, how you would communicate with that audience.

Present your images along with the analysis. All images should be accurately and properly cited according to standard documentation convention.

Required Resources
Writing Assignment Grading Rubric

Submission Requirements
Your assignment should be a half page of typed, double-spaced writing (not including the images) and submitted to your instructor as a journal assignment. Complete this assignment as homework.

Evaluation Criteria
Did you: * Respond to all of the questions above? * Write at least one half page? * Type and double-space your response? * Present your properly cited images? * Refer to the Writing Assignment Grading Rubric?

Unit 8 Journal 4: Civic Narrative Handout

Civic Problems
Because of the lack of response to a need to rebuild a New Jersey neighborhood, a community is upset with its elected officials and organizes a grassroots political campaign to change leadership. To get organized, the ad hoc group of citizens tries to identify the key issues for its area in the local campaign, as the larger voting community cares about larger issues than its neighborhood’s problem with community restoration.

In Unit 2, the group decides to do some research and looks for solutions from other cities on crime issues. The members watch and discuss a video on policing. Then they decide to get active in the mayor’s race by forming a defined Citizen’s Action Group with the goal of hosting a candidates’ forum.

In Unit 3, the group comes back together to talk about the next steps in setting up a candidates’ forum. The members disagree about the specific forum location. Some argue that a public school located in a dangerous part of their neighborhood would be a good choice, but others disagree because they don’t want the reputation of the neighborhood to limit the forum. One side accuses the other of stereotyping and bias. In Unit 4, the group hosts a forum. The forum setup is chaotic and the group is disorganized, but the forum proceeds. Unit 5 is a debriefing; the forum participation ended in a verbal attack on the candidates by one of the audience members, and the group is unhappy about the outcome and interaction that occurred, feeling that it reflected badly on them.

In Unit 6, the group decides to use another tactic in its efforts to get political and government action to assist with rebuilding the community. The members decide to start a petition for increased funding, but when they go out on the street, they encounter resistance. The wording of their petition may be a factor. Unit 7 brings a surprise, in that Angel makes a suggestion that everyone seems to like.

In Unit 8, the group has all bought into Angel’s proposal. Now, the members have to get the idea out into the community. The group meets at James’ store because he has an office space in the back. They realize that they have to develop a lobbying plan for local government that also includes community outreach. The group members discuss the community. James points out that maybe they need to think more about their audience before just going out there with a petition or another type of message. “We have to be credible,” he says, “and we need to time this right.” Mary has already sent an email to the mayor about the idea, but he never responded.

The group is gathered in the office at the back of James’ store. They’ve pulled in chairs. James is seated behind the desk with the social media page for the store up on the screen of his monitor.

John: Angel’s idea is a good one! We can set up a community networking page where everyone could post. And we could also do announcements about events—maybe events at the local parish, or at the schools, too! Make it friendly. James, you need to do more on your store page.

Mary: Who would maintain the page?

Angel: That would be us.

Mary: Well, someone would have to take the primary responsibility. And is there any liability? I sent an email to the mayor, but he never responded.

Karen: We may need to set up a prototype page and then go visit him.

James: What’s wrong with my store page?

Mary: Back to Angel’s idea, we also need other ways to communicate alerts—maybe by text? And also we need a way for anonymous reports to be posted.

Karen: We need all of the relief agencies to buy in but in a way that the community likes.

James: That’s where the fun comes in. Maybe we could do a community fair. Invite public officials to see what has already been done and what still needs to be restored—nothing serious—fun. And we need to think about everyone in the community, so we don’t have a response like the one Angel got with the petition.

Mary: Okay, but Karen is right. How do we get the relief agencies to support this? It won’t work if they don’t.

Karen: Let’s do another email—or a formal letter, and put the proposal in bullets. If it’s too long, they won’t read it.

John: That’s true. Mary, your email was pretty long.

Mary: Okay, so let’s put the wording together here and now. James, you’re at the computer. Will you type?
The group works on a second email, optimistic that they’ll get through with a different message.

Unit 8 Assignment 1: What Would You Do?

Course Objectives and Learning Outcomes
Participate in a collaborative writing process.
Synthesize information from multiple source documents.
Use primary and secondary research sources to support analysis.
Apply creative thinking to propose a set of solutions to a problem.
Develop refined solutions for a complex problem/issue.
Conduct an audience analysis.
Anticipate audience objections.

Assignment Requirements
Read the following article online: Wang, J. (2011, June) Meet the entrepreneurs behind the booming business of games. Entrepreneur Magazine. Retrieved from: http://www.entrepreneur.com/article/219641

Imagine yourself as a game designer. Develop a two-page game proposal to submit to an entrepreneur for funding consideration. The proposal should follow a standard format using the following headings. Each heading should be followed by one paragraph.
Introduction and Proposal Overview
Background and Biographical Statements of Individuals Making the Proposal
Product Description
Targeted Audience
Potential Benefits: Why This Project Will Succeed
Next Steps

Required Resources
Internet access
Writing Assignment Grading Rubric

Submission Requirements
Your two-page proposal should be typed (double-spaced) and presented to your instructor as an assignment for this unit. Complete this assignment as homework.

Evaluation Criteria
Did you: * Write a two-page proposal? * Type and double-space your proposal? * Follow a standard format using the headings above? * Write a paragraph for each heading above? * Refer to the Writing Assignment Grading Rubric?

Unit 9 Journal 1: Tesla Automobile Reflection

Course Objectives and Learning Outcomes
Describe how creative thinking and critical thinking are applied to daily situations.
Use the ITT Tech Virtual Library to locate issue and/or problem-solution documents.
Apply critical thinking to select a viable and innovative solution to a problem or issue.
Write effectively using unity and coherence.

Assignment Requirements
The following podcast can be accessed through the ITT Tech Virtual Library: Eberhard, M. (2007, October 10). Tesla Motors. Audio podcast: Lessons from the electric roadster. Entrepreneurial Thought Leaders’ Lecture. Stanford University. Retrieved from: http://ecorner.stanford.edu/authorMaterialInfo.html?mid=1816

Listen to the entire podcast (you can listen online or download the MP3) and then write a one-page reflection on how Eberhard’s development of the Tesla relate to the concepts that have been presented throughout the course. Answer the following: 1. Does Eberhard address problems or issues? 2. Are problems complex or simple? 3. How was creativity a key factor? 4. How was critical thinking a key factor?

Required Resources * ITT Tech Virtual Library
Writing Assignment Grading Rubric

Submission Requirements
The assignment should be typed, double-spaced, and submitted to your instructor as a journal assignment for this unit. Complete this assignment as homework. Evaluation Criteria
Did you: * Type and double space your paper? * Reflect on Eberhard’s development of the Tesla? * Respond to the questions listed? * Refer to the Writing Assignment Grading Rubric?

Unit 9 Journal 2: Personal Narrative

Course Objectives and Learning Outcomes * Describe how creative thinking and critical thinking are applied to daily situations. * Participate in a collaborative writing process. * Apply critical thinking to select a viable and innovative solution to a problem or issue. * Write effectively using unity and coherence.

Assignment Requirements
After completing a role-play or reading the narrative, discuss the presentation and business while working in small groups. Consider pros and cons. Then, develop five to seven questions about the business proposal that investors might ask the three entrepreneurs. Submit your questions as a graded journal assignment.

Required Resources
Writing Assignment Grading Rubric

Submission Requirements
The half-page assignment should be typed, double-spaced, and submitted to the instructor as a journal assignment for this unit. Complete this assignment as homework. Evaluation Criteria
Did you: * Consider what investors might ask entrepreneurs? * Develop five to seven questions about the business proposal? * Type and double-space your work? * Refer to the Writing Assignment Grading Rubric?

Unit 9 Journal 2: Personal Narrative Handout

Personal Goals: Starting a Side Service Business
John and Zorab are friends. They want to start a side business, as they need more income. They think they have a good idea, which is to teach healthy cooking classes in home kitchens, but they don’t know how to start. Both currently work par-t time as cooks in a local restaurant, while also attending school. Although John and Zorab are from very different backgrounds, they became friends from working together at the restaurant.

Unit 1 introduces John and Zorab’s first planning session for their business, where they (and students in a script writing exercise) identify the key elements/actions/knowledge needed. In Unit 2, John and Zorab go to a small business development center (SBDC).

Unit 3 shows Zorab and John disagreeing over a vision statement for their business plan. Unit 4 shows John and Zorab discussing their formal roles in the business, after completing a SWOT analysis. Unit 5 presents John and Zorab’s exploration of key services—the focus of their business. In Unit 6, Zorab wants to look at a broader base of information for business models, which John did not think necessary. In Unit 7, Zorab’s research and discussion with the owner of a health food store lead her to think that they need some more analysis, but she is afraid of conflict with John, who believes that she is unduly complicating the launch of their business.

In Unit 8, Zorab is very pleased that John likes her unique business idea that ties cooking classes to health and exercise. John is to meet with his friend, Mike, who is a personal trainer at the local gym to try to develop a partnership.

Today, John, Zorab, and Mike are meeting for the first time. John met with Mike previously, and now they are following up with next steps. Mike is excited about the idea of a partnership between eating healthy and exercise, and he thinks it is something unique that hasn’t been done before in their area.

Mike graduated from ITT Tech two years ago with a degree in Visual Communications and manages the website for the local gym in addition to being a personal trainer.

John, Zorab, and Mike decide to make their company a three-way effort. John will handle menus and write the cooking lessons, and Mike will develop personal training plans that relate to the lessons. Since Zorab’s degree will be in business, she agrees to take on the roles of business management and accounting.

The three talk about a revised business plan and a presentation that they will show to potential investors. While they don’t think they need much money, they do need some for marketing materials and to rent space.

They decide to move forward quickly. Zorab will rewrite the business plan, and John and Mike decide to work on the presentation. Everyone is pleased with the outcomes and agree to meet in one week with their materials.

Zorab is sitting at the same back table at the local coffee shop; it seems to be the group’s office away from home. John walks in with an attractive and fit young man. They walk over to the table.

Zorab: [stands] Hello! You must be Mike. I’m Zorab. Nice to meet you.

Mike: Hey, Zorab. Nice to meet you too! Didn’t I see you around ITT Tech?

Zorab: Maybe. I’m in the business program.

Mike: Yeah, I did Visual Communications. It’s a good program. So, John has been telling me about your idea. I think it’s a great idea. Our clients at the gym are always talking about this.

John: Healthy food—we can do a whole series, maybe meals for intensive training, meals for dieters…

Zorab: Meals for those with diabetes? There’s so much we can do. And if we can do a two-part deal, then the person who wants to be fit can address it… what was the term in the magazine that I read? Holistically?

Mike: Personal trainers use that word too, Zorab. Health and fitness includes good food. And people are paying attention to their carbs, their calories—training diets are a norm.

John: But boring. Who wants to eat plain green beans?

Zorab: So, making food pleasurable but healthy will be our area. It’s been done everywhere but I haven’t seen any program that matches up training in cooking to exercise, except in some of the fitness books, and they don’t really focus on cooking, just on the menus.

Zorab: I just realized we may need to get a nutritionist to work with us.

Mike: The gym has one who comes in and does consulting.

John: Wow. This may work. So how do we get started?

Mike: I do websites now, so I can do the website for the business. I can also work with John to do a combo plan. John can do the cooking instruction ideas and I’ll work on the fitness plans.

Zorab: So, I’ll do the business part. That’s my original role—the accounting and record keeping.

Mike: Marketing should be all of us, but I can help there, too.

Zorab: Yes! That sounds good. Okay. Let’s meet in one week to put together a proposal for funding. Mike and John, can you do the product ideas? I have to go because I have class—sorry!

They both nod yes and Zorab smiles and then runs out, realizing she is going to be late for class, again!

Unit 9 Journal 3: Civic Narrative

Course Objectives and Learning Outcomes
Participate in a collaborative writing process.
Apply critical thinking to select a viable and innovative solution to a problem or issue.
Write effectively using unity and coherence.

Assignment Requirements
Role-play the narrative, and then in small groups, list some pros and cons of Angel’s solution. Following the small group discussion, consider Angel’s solution in a reflection—does the solution work for everyone in the community, or might some not feel comfortable with a social media page? Your reflection should be no more than a half-page long, typed, double-spaced, and submitted as a journal assignment.

Required Resources
Writing Assignment Grading Rubric

Submission Requirements
Your half-page assignment should be typed, double-spaced, and submitted to your instructor as a journal assignment. Complete this assignment as homework. Evaluation Criteria
Did you: * Type and double-space your paper? * List the pros and cons of Angel’s proposal? * Reflect upon whether all community members should be comfortable with a social media page? * Refer to the Writing Assignment Grading Rubric?

Unit 9 Journal 3: Civic Narrative Handout

Civic Problems
Because of lack of response to a need to rebuild a New Jersey neighborhood, a community is upset with its elected officials and organizes a grassroots political campaign to change leadership. To get organized, the ad hoc group of citizens tries to identify the key issues for the area, particularly pertaining to the local campaign, because the larger voting community cares about larger issues than the neighborhood’s problem with community restoration.

In Unit 2, the group decides to do some research and look for solutions from other cities on rebuilding after a natural disaster. The members watch and discuss a video on community restoration. Then they decide to get active in the mayor’s race by forming a defined Citizen’s Action Group, with the goal of hosting a candidates’ forum.

In Unit 3, the group comes back together to talk about the next steps in setting up a candidates’ forum. The group members disagree about the specific forum location. Some argue that a public school located in a dangerous part of their neighborhood would be a good choice, but others disagree because they don’t want the reputation of the neighborhood to limit the forum. One side accuses the other of stereotyping and bias. In Unit 4, the group hosts a forum. The forum setup is chaotic and the group is disorganized, but the forum proceeds. Unit 5 is a debriefing; the forum participation ended in a verbal attack on the candidates by one of the audience members, and the group is unhappy about the outcome and interaction that occurred, feeling that it reflected badly on them.

In Unit 6, the group decides to use another tactic in its efforts to get political and government action assistance with rebuilding the community. The members decide to start a petition for increased funding, but when they go out on the street, they encounter resistance. The wording of their petition may be a factor Unit 7 brings a surprise as Angel makes a suggestion that everyone seems to like.

In Unit 8, the group likes Angel’s proposal and meets about best ways to present the idea to community so that the group can get buy in. Part of the action involved audience analysis and identifying what would appeal to the community.

In Unit 9, James and Mary talk about the group’s previous failures, especially the unsuccessful forum. They like Angel’s idea because it is simple, has been tried before in other communities, and doesn’t require a lot of money from government. However, Angel’s idea does require that the local community supports the concept and is willing to provide time.
Angel’s idea is simple—that of a community restoration project, except that he wants to add a social media component, with a social networking page and text alerts sent to everyone in the community if a project needs volunteers or monetary assistance.

The one objection that the group has realized is that some may not want to participate in community rebuilding; some citizens may only want to rebuild their own homes and businesses. As a result, they are looking for an additional solution to get the entire community interested in rebuilding. If they can develop a way for local citizens to get involved and to post their progress to the page, then the community may feel more motivated to participate and contribute, as they will be able to see the involvement of friends and neighbors and track the progress.

James and Mary are in James’ store. They are the only members of the group there.

James: I really like this proposal by Angel. I even reworked my own store’s page after I thought about it. It is a great idea to use social media to show the progress in the neighborhood. Hopefully, by seeing all that we have accomplished, more organizations will want to contribute their assistance.

Mary: It seems like a good idea. But, we’ve bombed other attempts. We thought the forum was a good idea, and we thought the petition was a good idea, as well.

James: Well, I did, too. But maybe as a group we didn’t pay enough attention to detail. I mean, we thought the petition was good, Angel basically wrote most of it, and we didn’t really think about the community and its reaction. We have to keep in mind that not everyone is interested in the entire neighborhood. Some of our neighbors only want to rebuild their own homes.

Mary: I know. And we can’t improve the entire neighborhood unless there is community buy-in.

James: So how do we get the community members—all of them—to access the community page and track our progress?

Mary: I don’t know. Those with damaged homes may not have Internet access or electricity, or their computers may have been damaged and they cannot afford a new one with the other expenses in rebuilding. And, many people who could very well help out are not as savvy with computers or social media technology as the rest of us, despite what Angel has said.

James: The idea really needs to be worked through.

Mary: On the other hand, if we can get even 20% of the community here to use it, then that will be a start. We can start with the church community, maybe.

James: Yeah. Well, I’ve got a customer in the front. Let me go help them.

Unit 9 Assignment 1: What Would You Do?

Course Objectives and Learning Outcomes
Use the ITT Tech Virtual Library to locate issue and/or problem-solution documents.
Apply critical thinking to select a viable and innovative solution to a problem or issue.
Write effectively using unity and coherence.

Assignment Requirements
Watch a presentation about the history of Palm and smart devices, and then write detailed answers to the four questions listed below, including a “blue-sky” question asking you to consider a new product for Palm. The presentation is accessed through the ITT Tech Virtual Library and takes about 25 minutes.
Hawkins, J. (2009, May 13). Case studies of failure. Entrepreneurial Thought Leaders’ Lecture. Stanford University. [Video]. Retrieved from: http://ecorner.stanford.edu/authorMaterialInfo.html?mid=2252

After viewing the presentation, answer the following questions: 1. Could Palm come back today with a major product? 2. How could the company compete in today’s market? 3. What challenges would the company face in today’s market? 4. Blue-sky challenge question: Brainstorm, then describe a product that Palm could produce that would give it a major market share in today’s market.

Required Resources
ITT Tech Virtual Library
Writing Assignment Grading Rubric

Submission Requirements
Your answers should be typed, double-spaced, and turned in to your instructor as an assignment for this unit. Complete this assignment as homework.

Evaluation Criteria
Did you: * Respond to the questions above? * Type and double-space your response? * Refer to the Writing Assignment Grading Rubric?

Unit 10 Journal 1: Personal Narrative

Course Objectives and Learning Outcomes
Apply critical thinking to select a viable and innovative solution to a problem or issue.
Develop a research document intended to persuade an audience to support a position or issue.
Demonstrate knowledge and respect of audience.
Articulate a position on a contentious issue and be prepared with organized, research-based supportive evidence to counter negative responses.

Assignment Requirements
After reading the narrative or completing the role-play, reflect on John and Zorab’s problem-solving journey in a small-group discussion. Note their successes and identify one thing that the two should have handled differently in terms of problem-solving strategies.

Write a one-page reflection on the discussion, addressing what John and Zorab could have handled differently to improve their process.

Required Resources
Writing Assignment Grading Rubric

Submission Requirements
Your half-page assignment should be typed, double-spaced, and submitted to the instructor as a journal assignment for this unit. Complete this assignment as homework.

Evaluation Criteria
Did you: * Discuss what John and Zorab could have done differently? * Type a one-page, double-spaced response? * Refer to the Writing Assignment Grading Rubric?

Unit 10 Journal 1: Personal Narrative Handout

Personal Goals: Starting a Side Service Business
John and Zorab are friends. They want to start a side business as they need more income. They think they have a good idea, which is to teach healthy cooking classes in home kitchens, but they don’t know how to start. Both currently work part-time as cooks in a local restaurant while also attending school. Although John and Zorab are from very different backgrounds, they became friends from working together at the restaurant.

Unit 1 introduces John and Zorab’s first planning session for their business, where they identify the key elements/actions/knowledge needed. In Unit 2, John and Zorab go to a small business development center (SBDC).

Unit 3 shows Zorab and John disagreeing over a vision statement for their business plan. Unit 4 shows John and Zorab discussing their formal roles in the business after completing a SWOT analysis. Unit 5 presents John and Zorab’s exploration of key services—the focus of their business. In Unit 6, Zorab wants to look at a broader base of information for business models, which John did not think necessary. In Unit 7, Zorab’s research and discussion with the owner of a health food store lead her to think that they need some more analysis, but she is afraid of conflict with John, who believes that she is unduly complicating the launch of the business.

In Unit 8, Zorab is very pleased that John likes her unique business idea that ties cooking classes to health and exercise. John is to meet with a friend who is a personal trainer to try to develop a partnership. Unit 9 sees the new three-way partnership formed and new assignments for the business team—all three grads are students of ITT Technical Institute.

Today, the three are meeting to prepare for an important meeting set up by the local SBDC coordinator to assist the team in getting start-up funding for a location and basic infrastructure (cookware).They have to provide a two-page briefing paper and present a PowerPoint presentation as part of the process for consideration by the investors. Zorab is pleased—she’s run the financials with help from one of her ITT Tech business instructors, and she thinks that her business plan, although plain, will work because it is all about the numbers.

John and Mike worked on the presentation, and Mike wrote the two-page briefing paper that they will review. John was supposed to get the PowerPoint done as well. However, when the three of them do a dry run of the presentation that John put together, Zorab and Mike become concerned. John’s PowerPoint has grammatical errors, no illustrations, and isn’t specific about some aspects of what they are proposing. John also doesn’t have a clear introduction, and he doesn’t cite materials that were clearly copyrighted.

Zorab hesitates to say anything, but Mike speaks up and tells John that while the presentation is a good start, they need to work on it quite a bit so that they will be sure to get the funding they need and not delay any more. Zorab agrees.

John agrees and the three of them go through the presentation frame by frame, adding an introduction, bio statements for the team members, functional roles for each, and a bulleted list of the business plan’s key points. Zorab adds a graph showing projected revenues and costs, along with some other financial information. They decide to finish the presentation by asking someone they know will be a potential customer to give a testimonial. They decide to film her comments using John’s smart phone and create a link to an uploaded video piece.

The briefing paper is already in good shape, but Mike asks Zorab and John to proof it just in case.

After several hours, the team feels ready. They have a short discussion about what to wear to the
9 a.m. appointment and decide to be there early.

Everyone leaves excited about the future.

Once again at the local coffee shop, Mike, Zorab, and John meet to prepare for their presentation tomorrow at the local bank. They are really upbeat about moving forward. Zorab has also brought along some organizational papers to sign; she is excited to be able to use what she learned in the business program to build her own business.

Zorab walks in, and John and Mike are right behind her. She turns around and smiles.

Zorab: Hi guys! Let’s get this done. Can’t wait to see what you’ve put together.

Mike: I brought the two-page proposal.

Zorab: And I have the projected financial numbers.

John: The PowerPoint is good. Ready to see it?

John opens up his laptop and powers it on, and then he opens up the program and clicks on the presentation. The PowerPoint opens. It has a picture of a sandwich and fries—a meal deal from a hamburger chain—on the front slide. Mike and Zorab both look at the image.

Zorab: Uh, John—I don’t think we can use images from other businesses. I think it’s a copyright problem.

John: What’s the big deal? Everyone knows that this meal is 1700 calories—a whole day’s worth and that it is totally unhealthy.

Zorab: But that’s still copyrighted. We looked at that in English class and also in business class.

Mike: She’s right, John. Sorry. I do think your opening idea is a good one, though. We just can’t use anyone else’s image. What else do you have?

John: Give me a minute to take a look at my files.

John then goes to the next slides and goes through the ideas. Mike and Zorab are watching and neither looks happy. The PowerPoint slides are sloppy, cluttered with too many words, and have grammatical and spelling mistakes, including using “witch” for “which.”

Zorab: John, I don’t think Composition was your favorite class.

John: Not really.

Zorab: But you know, how we present tomorrow is key. I think maybe your PowerPoint could be changed.

John looks puzzled.

Mike: Your PowerPoint is a really good start, but… well, it needs a lot of work to be ready for a presentation to investors. We need to work on it. Here, take a look at the briefing paper. It’s simple and clean and includes headers. Zorab, did you do any graphs or pie charts for revenue and cost projections?

Zorab: Yes, I did.

Mike: Send them to me. John, we’ve got to redo this. If we want them to take us seriously, this needs to be worked on. Okay with that?

John nods. Zorab smiles.

The trio then gets to work. After two hours, they are satisfied. For the first slide, the burger-and-fries picture is gone, replaced with an image of a toned and fit couple cooking dinner next to a picture of the same couple running. (The photos were clip art provided by a software firm for use as part of the software package, so there was no copyright issue.) Then the presentation moves into the business ideas, giving the business name, their names and bios, and then the core ideas of the business, with a sample lesson and training program. They close with Zorab’s charts. All outside sources are documented, as Zorab and Mike are really scrupulous about that. After a final proofreading, they think they’re ready.

Zorab: John, what are you wearing tomorrow?

Mike: I’m going to do the suit and tie thing.

John: Me too.

Zorab just smiles.

Unit 10 Journal 2: Civic Narrative

Course Objectives and Learning Outcomes
Apply critical thinking to select a viable and innovative solution to a problem or issue.
Participate in a collaborative writing process.
Develop a research document intended to persuade an audience to support a position or issue.
Demonstrate knowledge and respect of audience.
Articulate a position on a contentious issue and be prepared with organized, research-based supportive evidence to counter negative responses.

Assignment Requirements
After reading the narrative or completing the role-play, get in your small group to discuss the group’s process: What worked? What didn’t work? As with the other narrative, identify one step or action that might have had better results if handled differently. Then, write a half-page reflection on the discussion, noting the one change that would have resulted in an improved process. Be sure to explain how the change would have improved the process.

Required Resources
Writing Assignment Grading Rubric

Submission Requirements
Your half-page assignment should be typed, double-spaced, and submitted to your instructor as a journal assignment. Complete this assignment as homework.

Evaluation Criteria
Did you: * Identify at least one step or action that might have had better results if handled differently? * Explain how your proposed change would have improved the process? * Type and double-space your response? * Refer to the Writing Assignment Grading Rubric?

Unit 10 Journal 2: Civic Narrative Handout

Civic Problems
Because of lack of response to a need to rebuild a New Jersey neighborhood, a community is upset with its elected officials and organizes a grassroots political campaign to change leadership. To get organized, the ad hoc group of citizens tries to identify the key issues for the area, particularly pertaining to the local campaign, because the larger voting community cares about larger issues than the neighborhood’s problem with community restoration.

In Unit 2, the group decides to do some research and to look for solutions from other cities on rebuilding after a natural disaster. The members watch and discuss a video on community restoration. Then, they decide to get active in the mayor’s race by forming a defined Citizen’s Political Action Group, with the goal of hosting a candidates’ forum.

In Unit 3, the group comes back together to talk about the next steps in setting up a candidates’ forum. The members disagree about the specific forum location. Some argue that a public school located in a dangerous part of the neighborhood would be a good choice, but others disagree because they don’t want the reputation of the neighborhood to limit the forum. One side accuses the other of stereotyping and bias. In Unit 4, the group hosts a forum. The forum setup is chaotic and the group is disorganized, but the forum proceeds. Unit 5 is a debriefing; the forum participation ended in a verbal attack on the candidates by one of the audience members, and the group is unhappy about the outcome and interaction that occurred, feeling that it reflected badly on them.

In Unit 6, the group decides to use another tactic in its efforts to get political and government action assistance with rebuilding the community. The members decide to start a petition for increased funding but when they go out on the street, they encounter resistance. The wording of their petition may be a factor. Unit 7 brings a surprise as Angel makes a suggestion that everyone seems to like.

In Unit 8, the group likes Angel’s proposal and meets about best ways to present the idea to community so that they can get buy in. Part of the action involved audience analysis and identifying what would appeal to their community.

In Unit 9, James and Mary talk about the group’s previous failures, especially the unsuccessful forum. They like Angel’s idea because it is simple, has been tried before in other communities, and doesn’t require a lot of money from government. However, Angel’s idea does require that the local community supports the concept and is willing to provide time.
Angel’s idea is simple—that of a community restoration project, except that he wants to add a social media component, with a social networking page and text alerts sent to everyone in the community if a project needs volunteers or monetary assistance.

The one objection that the group has realized is that some may not want to participate in community rebuilding; some citizens may only want to rebuild their own homes and businesses. As a result, they are looking for an additional solution to get the entire community interested in rebuilding. If they can develop a way for local citizens to get involved and to post their progress to the page, then the community may feel more motivated to participate and contribute, as they will be able to see the involvement of friends and neighbors and track the progress. Today the group meets and is jubilant. Mary and James are hosting a cookout. The members are celebrating because after a meeting earlier in the week with the two major disaster relief agencies, citizens began joining the social media page for the restoration project, and interest in the project seems to be building at an exponential rate. Angel has set up the Facebook page, flyers have gone out in the community, and the group feels that some progress is being made toward rebuilding the community.

Why did the group members receive a good reception? One member who used to work with FEMA put together a presentation and asked former colleagues who work in public safety to critique and help edit the presentation so that the proposal addressed concerns that independent relief agencies might have.

With the support of local relief agencies, the community restoration social network page is now live. Angel is also using a social network feed to send out alerts to everyone in the neighborhood who signed up for special projects.

Everyone knows that more work is required, and they are ready to move forward.

The entire group is on the patio in Mary’s backyard. It’s a small patio, with lots of greenery and a tall fence, as is the norm in their neighborhood. James is cooking at the grill. Mary walks out with drinks.

John: Mary, when will the mayor’s representative be here?

Mary: I don’t know, but he said he would stop by.

John: What got his attention?

Mary: Ask Karen! She did the PowerPoint and set up a meeting with him. After that, it was a go!

Karen: I asked for some help from friends whom I knew when I used to work for FEMA. We all sat down and looked at the extent of the damage to the neighborhood. Then we put in the demographics on social networking use—which is major. They really helped with the research and charts. They also really helped with the message—keep it simple, they said. The mayor needs to get the idea and the benefit—not just to the community but also o the mayor’s office—right off the bat, and then close with the same benefit.

James: I wish they could have helped us at the start. Maybe we wouldn’t have stumbled so much.

Angel: Well, yeah.

Karen: Angel, you should get the prize. This is your idea!

Angel: Don’t we need to plan a community picnic, or other event? It is time that we begin to celebrate what we have accomplished and to look forward to our next steps.

Angel: If we do, I’m going to go find that homeless guy. I need his help.

The group laughs. Then someone knocks on the front door.

Mary: I think the mayor’s rep is here! James, how are we on the grill?

James: Good. We are good.

Angel: We’ll be good a year from now if this works, and Mary, maybe we can start a new community garden for everyone to share.

Karen: Be positive, Angel, and we’ll get there.

Unit 10 Journal 3: Assessing Team Process

Course Objectives and Learning Outcomes
Describe how creative thinking and critical thinking are applied to daily situations.
Participate in a collaborative writing process.
Apply critical thinking to select a viable and innovative solution to a problem or issue.
Demonstrate knowledge and respect of audience.

Assignment Requirements
You will meet with your team for a final breakout session to prepare for your presentation in Unit 11. In this session, discuss your working and problem-solving process, considering what you could have changed to improve your process.

After the discussion, each team member is to write a half-page reflection on his or her team’s problem-solving process, addressing what worked, what didn’t, and what could have been done differently.

Required Resources
None

Submission Requirements
Your answers should be typed, double-spaced, and turned in to your instructor as an assignment for this unit. Complete this assignment as homework.

Evaluation Criteria
Did you: * Reflect upon the team’s problem-solving process? * Address what worked? * Address what did not work? * Indicate what could have been done differently? * Type and double-space your response? * Refer to the Writing Assignment Grading Rubric?

Unit 10 Assignment 1: What Would You Do?

Course Objectives and Learning Outcomes
Use the ITT Tech Virtual Library to locate issue and/or problem-solution documents.
Apply critical thinking to select a viable and innovative solution to a problem or issue.
Develop a research document intended to persuade an audience to support a position or issue.
Demonstrate knowledge and respect of audience.

Assignment Requirements
Nikola Tesla was a famous inventor who worked with Thomas Edison. Using the ITT Tech Virtual Library, find more information on Nikola Tesla. Write a short paragraph explaining Tesla’s major contributions to our daily lives. Make a bulleted list of Tesla’s inventions. Cite all your sources for the list using standard APA format. The list should be typed and double-spaced and submitted as a unit assignment.

Required Resources
ITT Tech Virtual Library
Writing Assignment Grading Rubric

Submission Requirements
Your answers should be typed, double-spaced, and turned in to your instructor as an assignment for this unit. Complete this assignment as homework.

Evaluation Criteria
Did you:
Write a paragraph summary of Tesla’s accomplishments?
Make a bulleted list of Tesla’s inventions?
Cite your sources using standard APA format?
Type and double-space your response?
Refer to the Writing Assignment Grading Rubric?

Project

Purpose
The Written Analysis project assignment walks student teams through a problem-solving process that uses critical analysis and creative thinking to produce a research-based proposal for the solution of a problem or issue, applying the core concepts of the course.

Introduction
Written Analysis requires you to complete a project in which you propose a research-based solution to an issue or problem. The project contains both a team presentation and an individual research paper on the same issue or problem selected by the team.

You will work in a team and choose the issue or problem. The project includes a variety of activities and assignments in which you will apply the key concepts introduced in this class for structured critical thinking and problem solving. At the end of the quarter, you should submit a five-page peer-reviewed research paper proposing a solution. In addition, in the final class meeting, student teams will present their team solutions in a PowerPoint or mixed-media presentation.

Assessment: The project research draft paper is 5%, the final project paper is 15%, and the presentation is 10% of your final grade. Overall, the project accounts for 30% of the class evaluation.

Course Objectives and Learning Outcomes
Define the difference between a problem and an issue.
Express a problem or issue and use creative thinking processes, including different brainstorming approaches, to propose solutions.
Illustrate the steps you use to solve a problem or refine an issue.
Apply the process of peer review in refining a solution.
Find various forms of evidence, including items from the ITT Tech Virtual Library, that address two opposing views on an issue and demonstrate an understanding of the issue in a debate, including facts and data points.
Analyze two contrasting proposed solutions to a social problem.
Apply critical thinking to a set of possible solutions developed in response to a problem or issue and decide on a research-based solution.
Identify problems or errors in critical thinking.
Develop a project plan that addresses time management for team members and includes roles, deliverables, and a communication plan.
Articulate a position on a contentious issue and be prepared with organized, research-based supportive evidence to counter negative responses.
Create a presentation and a peer-reviewed research document intended to persuade an audience to support a position on an issue, or a solution to a problem. Required Resources
ITT Tech Virtual Library

Project Logistics

Project Activities by Unit:

Unit 3: Conduct a SWOT analysis and assemble project teams based on the analysis.
Unit 4: In your student team, brainstorm and select your project issue or problem to be researched. Your ultimate goal is to present a research-based solution to the issue or problem.
Unit 5: Teams will work together to review their problem or issue, identifying aspects that need research, and then build a bibliography. The individual assignment asks for additional resources.
Unit 6: Teams will work on careful expressions of their problem or issue and each team member’s assignment is to write an introduction, “introducing” the problem or issue. Note: This should be considered the first section of the final project paper.
Unit 7: Teams will apply the questions asked on p. 199 of the text to their project. Answers to those questions should be considered a topical outline for the team presentations. You will then individually draft answers to the questions on pp. 200-201 of the text as a homework assignment. The answers to these questions may be considered the topical outline for the body of your final research paper.
Unit 8: Using a template, teams will begin to “storyboard” their PowerPoint presentations. You will also individually write a three-paragraph summary of the project and your team’s solution. The three-paragraph summary may be considered as an initial draft for your research paper’s conclusion.
Unit 9: Teams will review and evaluate their PowerPoint using the same evaluation rubric that the class will use in considering the presentations. You also bring your five-page research draft for a peer review by team members. The instructor will provide a peer-review checklist.
Unit 10: Your final individual project paper is due. The paper should be five pages long, typed, double-spaced, and use APA documentation format. The paper should introduce the problem or issue, provide context and background, note the solutions your team explored, and present the solution chosen by the team with an explanation. The paper should have a clear conclusion and a list of resources that are cited in the paper.
Unit 11: Teams will present their solutions to the class. Each team member should play a role in the presentation. The presentations will be evaluated by the class using the rubric.

Deliverables
All papers must be typed, double-spaced, and use appropriate APA documentation conventions.

Unit 3 Project Part 1: Team Formation and SWOT Analysis

Purpose
The purpose of Project Part 1 is to introduce the project and form teams for the group project. You will form teams that can work together effectively, including individuals offering different skill sets. You will need to find a communicator, a leader, an organizer, and someone who can develop the visual component of your presentation. You will also complete a SWOT analysis to help you identify the strengths and weaknesses of your team and how those characteristics can be leveraged so that each team member can be most effective in his or her role.

Course Objectives and Learning Outcomes
Describe how creative thinking and critical thinking are applied to daily situations.
Evaluate the critical elements of a source document.
Use the ITT Tech Virtual Library to locate issue and/or problem-solution documents.
Illustrate the steps you use to solve a problem or refine an issue.
Identify problems or errors in critical thinking.
Identify hidden premises and implications of hidden premises.

Required Resources
Textbook
SWOT Analysis Template

Project Logistics

Team Formation
Step 1
You will engage in a SWOT analysis.

Step 2
Your instructor will ask you to identify yourself as one of these types of team members and then give you a colored card to signify your category:
Strong written communicator: blue card
Leader: green card
Strong collaborator and hard worker: yellow card

Step 3
Look for people with different colored cards from yours. The class should organize themselves into groups of four to six so that each color is represented in each group.

After the groups are assembled, you must allocate team roles. Discuss with your team whether you have the right members to fill the roles. Swap members with other teams until you assemble a complementary group that can handle all of the necessary roles.

Give your team a name and develop a communication strategy. Groups should write up team assignments and a team communication strategy for submission to the instructor.

Team Activity
As a team, complete Application 4.1 on pp. 83-85 of the textbook. Read the dialogue and answer the question, “Which statements are unreasonable and why?” After the exercise, each group will present their conclusions.

Deliverables
SWOT Analysis and Team Identification (Ungraded)

SWOT Analysis Template Strengths | Weaknesses | Opportunities | Threats |

Unit 4 Project Part 2: Team Project Topic Selection

Purpose
For Project Part 2, you will complete two activities: * Review team functional roles given the materials shown today and the group’s performance during the invention exercise. * Brainstorm a research-based project idea for your team project.

Course Objectives and Learning Outcomes
Participate in a collaborative writing process.
Apply critical thinking to select a viable and innovative solution to a problem or issue.
Express a problem or issue and use creative thinking processes, including different brainstorming approaches, to propose solutions.
Apply the process of peer review in refining a solution.
Utilize the collaborative writing process.

Required Resources
None

Project Logistics

Team Breakout Session
Problem/issue selection and proposed problem or issue summary
Project teams are to consider and discuss what types of ideas were viewed as successful during the invention exercise, and then brainstorm various problems or issues for which they could research and develop a solution.

Think outside the box and explore your curiosity. As a group, the team should decide on your “problem or issue.” Project topics should then be presented verbally to the class. Individual team members are to summarize their problem or issue in a brief written statement to be submitted to the instructor as a team project assignment.

Deliverables
Write a brief statement summarizing your problem or issue that you propose to solve. Your summary should be typed, double-spaced, and presented to your instructor by the next class session. Complete this assignment as homework.

Unit 5 Project Part 3: Listing Exercise and Project Bibliography

Purpose
Teams will work together to review their problem or issue, identifying aspects that need research, and then build a bibliography. The individual assignment asks for additional resources.

Course Objectives and Learning Outcomes
Describe how creative thinking and critical thinking apply to daily situations.
Evaluate the critical elements of a source document.
Critically analyze and summarize complex documents.
Use the ITT Tech Virtual Library to locate issue and problem-solution documents.
Analyze two contrasting proposed solutions to a social problem.
Apply critical thinking to possible solutions to a problem or issue and decide on a research-based solution.
Create a working bibliography.

Required Resources
ITT Tech Virtual Library
Textbook

Project Logistics

Team Activities 1. In your team, review your project topic and your team roles. 2. Complete a listing exercise, listing every issue, concern, and question you can think of related to your selected problem or issue. The team note taker should keep careful notes. 3. Review the applications on pp. 100-102 of The Art of Thinking and decide which one applies to your chosen topic. 4. With your team, go to the LRC or other location where you can access the ITT Tech Virtual Library and find a resource that addresses each concern that you listed. The resources should be cited in APA format.

Note: This activity creates a working bibliography for your project paper.

Project Assignment—Individual Annotated Bibliography Assignment
Each student is to list five issues/concern/questions related to your project topic that were not discussed during the class exercise and find a bibliographic reference for each issue/concern/question. Then develop an annotated bibliography of the five sources with brief (one- to three-sentence) annotations explaining the value of the source to your team project’s topic.

You can find examples of annotated bibliographies in the ITT Tech Virtual Library (School of Study> Recommended Links> How to Prepare an Annotated Bibliography (under Grammar, Writing, and Style) or directly at Cornell University’s page How to Prepare an Annotated Bibliography: http://olinuris.library.cornell.edu/ref/research/skill28.htm.

Deliverables
Individual Deliverable
Each team member is to submit an annotated bibliography by the beginning the next class. All submissions must be typed, double-spaced, and follow APA formatting for annotated bibliographies.

Unit 6 Project Part 4: Project Description and Resource Development

Purpose
Teams will work on careful expressions of their problem or issue and each team member’s assignment is to write an introduction to “introduce” the problem or issue. This will be the first section of the final paper for this project.

Course Objectives and Learning Outcomes
Describe how creative thinking and critical thinking apply to daily situations.
Critically analyze and summarize complex documents.
Participate in a collaborative writing process.
Synthesize information from multiple source documents.
Differentiate between simple versus complex problems or issues.
Create a careful expression of problems or issues.
Develop a project plan that addresses time management for team members and includes roles, deliverables, and a communication plan.

Required Resources
Team-generated bibliography

Project Logistics

Team Breakout:
For the first stage of the team project breakout session, each team member should have your group’s bibliography at hand and answer the following questions:
What is your topic?
Is your topic focused? Why or why not?
How many resources has the team found?
What types of resources are in the team’s bibliography? List types (e.g., three videos, two articles, one interview).
Are the resources current?
What is the next step?

Next, you should develop a statement of your topic based on the models of a planned thesis statement (provided by the instructor).

After reviewing team functional roles, your team should complete the work plan and timelines.
Each team member should have a copy of the answers to the questions, the project thesis statement, and the completed work plan and timeline.

Team Project Individual Graded Assignment:
As a related homework assignment, individual team members are to write a half-page draft introductory paragraph for your project research paper, using the thesis statement developed by the team. The paragraph should carefully introduce and show the scope of the problem or issue.

Deliverables
Individual Deliverable
Each team member must submit a one-half page typed and double-spaced introductory paragraph for the project paper.

Team Deliverable
Additionally, each team must submit a one-half page typed and double-spaced statement of the team topic and the team’s responses to the questions.

Unit 7 Project Part 5: Project Analysis—Q&A

Purpose
The teams will apply the questions asked on p. 199 of the textbook to their project. Answers to those questions will assist your team in creating a topical outline for the team presentations. Each team member will then individually draft answers to questions on pp. 200-201 of the textbook; these responses will help you develop the topical outline for the body of your paper.

Course Objectives and Learning Outcomes
Evaluate the critical elements of a source document.
Critically analyze and summarize complex documents.
Participate in a collaborative writing process.
Conduct research on a complex problem/issue.
Gather information sources on a complex problem/issue.
Develop and refine solutions for a complex problem/issue.

Required Resources
Textbook pp. 199-201

Project Logistics

Team Breakout
While team breakouts are occurring, the instructor will meet with each team. 1. For the first stage of the team project breakout session, individual team members should answer the questions on p. 199 of your text under “Check for Common Kinds of Imperfections.” Submit your answers to the instructor after the team session. 2. The team then should review the solutions on p. 200. 3. Following the breakout sessions, your team should provide a verbal status report on your work to the class. This should be a consistent and expected activity after the team breakout sessions.

Project Questions, One Page, Graded
This assignment relates to the team project. Discuss the answers to the questions on p. 199 of the text for your project in a team breakout session.

Individual team members are to write answers to the following questions, based on the considerations on p. 200 of the text. Each answer should be a complete paragraph of three or more sentences. 1. Review the list under item 1 on p. 199. Do any of the concerns listed apply to your team’s proposed solution? Which ones apply? Explain why. 2. Are there competing solutions that might be better? Explain your answer. 3. What changes will the proposed solution produce? Provide details. 4. What impacts will the proposed solution have on those involved with the issue—what is the impact on people?

For each of the four areas, give at least a three- to five-sentence answer, supplying details and examples. The answers to these questions will form a topical outline for your final project paper. Your answers should be typed and double-spaced.

Deliverables
Individual Deliverable
Each team member must submit a typed, double-spaced response to the questions on pp. 200-201 of the textbook. Include the question in your response. These responses are due at the beginning of class next week.

Team Deliverable
The team should submit its typed, double-spaced response to the questions on p. 199 of the textbook at the beginning of class next week.

Unit 8 Project Part 6: Selecting a Solution

Purpose
In Unit 8, teams will begin to “storyboard” their PowerPoint presentations using a template. You will also individually write a three-paragraph summary of the project and your team’s solution. Think of the three-paragraph summary as an initial draft for your research paper’s conclusion.

Course Objectives and Learning Outcomes
Articulate a position on a contentious issue and be prepared with organized, research-based supportive evidence to counter negative responses.
Create a presentation and a peer-reviewed research document intended to persuade an audience to support a position on an issue, or a solution to a problem.

Required Resources
Textbook
SWOT Analysis Template

Project Logistics

Team Breakout
While team breakouts are occurring, the instructor will meet with each team to discuss progress.

For the first stage of the team project breakout session, team members should review their work from the prior session and then assess their proposed solution. If your team has more than one proposed action, prioritize the proposals. Then vote on your proposals, with a student recorder taking the vote.

After your team selects the final proposal or solution, you need to formalize a team communication plan.

Each member of the group will write an individual paper, and the entire team is responsible for developing a presentation. Your instructor will provide your team with a template for a PowerPoint presentation and ask you to storyboard your PowerPoint, writing on the handouts. You can also work out your storyboard on the whiteboard or draft your presentation on your laptops, if available.

Following the breakout sessions, each team will provide a verbal status report on its work to the class.

After the breakout, your instructor should discuss the reasons for inclusion of professional biographical statements and give you examples.
Structure for PowerPoint Presentation
Slide 1: Title slide—introducing project title and listing team members
Slide 2: Team members’ bios and team roles.
Slide 3: Background and context of chosen issue or problem (use more slides as needed)
Slide 4: Solutions examined by team (use more slides as needed)
Slide 5: The best solution with explanation (use more slides as needed)
Slide 6: Benefits of the solution to the issue or problem
Slide 7: Bibliography (cite materials in PowerPoint as needed)

Project Summary and Biographical Statement (One Page)
Write a three-paragraph summary statement of your team’s proposal. Paragraph 1 introduces the problem or issue; paragraph 2 provides more background and information on the issue; and paragraph 3 presents the team’s conclusion.

In addition, write a one-paragraph biographical statement introducing yourself as part of the team.

Deliverables
All papers must be typed, double-spaced, and use appropriate APA documentation conventions. All presentations must have a minimum of seven slides following the given format.

Unit 9 Project Part 7: Storyboard Presentation and Draft Research Paper Peer Review

Purpose
Teams review and evaluate their PowerPoints using the same evaluation rubric that the class will use in considering the presentations. You also bring your five-page research draft for a peer review by team members. A peer-review checklist is provided by the instructor.

Course Objectives and Learning Outcomes
Articulate a position on a contentious issue and be prepared with organized, research-based supportive evidence to counter negative responses.
Create a presentation and a peer-reviewed research document intended to persuade an audience to support a position on an issue or a solution to a problem.
Apply the process of peer review in refining a solution.

Required Resources
Textbook
PowerPoint presentations
Presentation Evaluation Rubric
Peer review checklist

Project Logistics

Team Breakout
While team breakouts are occurring, the instructor will meet with each team.

For the first stage of the team project breakout session, team members should review their work from last week. In Unit 9, your team should finalize your presentations.

Using the rubric provided by the instructor, each team member should evaluate your team’s presentation. Keep in mind that your classmates will use the same rubric to assess you in the final presentation. After evaluation by individual team members, revise your presentation as necessary.

Final Draft
The final draft of your five-page paper is due in Unit 10.

Student teams are to review each member’s draft in turn, completing a peer-review checklist for each team member’s paper.

Your final paper, due in Unit 10, should be typed and double-spaced. Content should be research-based and should use standard documentation (APA) format. Your paper should:
Introduce the problem selected by the team for your team project
Analyze the problem, providing research-based background and context
Present solutions considered by the team
Recommend one solution to the selected problem or issue

Deliverables
All papers must be typed, double-spaced, and use appropriate APA documentation conventions.

Presentation Evaluation Rubric Criteria | Unacceptable | Developing | Competent | Exemplary | Wt | Thesis | Not submitted; or insufficiently developed | Partially developed; states purpose, main ideas, and reasons | Developed to show full purpose and main ideas | Incorporates plan, with main ideas, purpose, and premise | 10 | Reflection, Assessment, and Content | Not sufficiently developed evaluation/ self-assessment | Partially developed evaluation/ self-assessment | Sufficiently developed evaluation/ self-assessment | Completely developed evaluation/ self-assessment | 30 | Development and Detail | Few or no relevant, supportive, specific details and explanations | Somewhat developed, relevant, supportive, with specific details and explanations | Adequately developed, relevant, supportive, with specific details and explanations | Fully developed, relevant, supportive, with specific details and explanations | 20 | Organization | Material/content are not presented in a unified order | Material/content presented in a somewhat unified order | Material/content presented in a unified order | Material/content accurately presented in a unified order | 20 | Grammar, Mechanics, Sentence Structure | Grammar, spelling, punctuation, and sentence structure concerns8+ different errors | Some issues with grammar, spelling, punctuation, and sentence structure6-7 different errors | Grammar, spelling, punctuation, and sentence structure adequate4-5 different errors | Correct grammar, spelling, and punctuation; sentences well crafted0-3 different errors | 20 | TOTAL | | | | | 100 |

Peer Review Checklist

Does the paper introduce the problem or issue?

Does the paper analyze the problem and provide background and context?

Does the paper present the solutions considered by the team?

Does the paper recommend one solution, along with an explanation?

Does the paper have a clear introduction and conclusion?

Is the paper research-based?

What needs to be added to the paper?

What needs to be removed?

Note: Student reviewers should also place a small check mark at any location where they note a grammatical or other mechanical error, or where the text is not clear.

Unit 10 Project Part 8: Individual Project Paper and Final Team Review

Purpose
Your final individual project paper is due. The paper should be five pages long, typed, double-spaced, and use APA documentation format. The paper should introduce the problem or issue, provide context and background, note the solutions your team explored, and present the solution chosen by the team with an explanation. The paper should have a clear conclusion and a list of resources that are cited in the paper. Course Objectives and Learning Outcomes
Articulate a position on a contentious issue and be prepared with organized, research-based supportive evidence to counter negative responses.
Create a presentation and a peer-reviewed research document intended to persuade an audience to support a position on an issue or a solution to a problem.

Required Resources
Textbook
PowerPoint presentations

Project Logistics

Team Breakout
This is the final review before your presentation. Your individual paper is due in this unit.

While each member of the team has written a paper, the team itself is responsible for developing a presentation. Your team was provided with a presentation template in Unit 8, and asked to develop a preliminary “storyboard” for your proposed solution. In Unit 9, you finalized your presentation. Now, make sure it has a clear introduction, presentation of material and conclusion. Put any finishing touches on the presentation and practice delivering it. Every team member should have a role and each member of the team should speak.

Deliverables
You should individually write a three-paragraph summary of your team’s final solution, introducing the problem in paragraph one, describing challenges and opportunities of the problem in paragraph two, and providing your solution in paragraph three.
Then write a short bio of yourself and provide a statement about your role on the team. This three-paragraph summary is analogous to a first draft of your research paper, where you introduced a problem, provide more explanation about the problem, identifying concerns, limitations, and opportunities, and then presented your solution.

All papers must be typed, double-spaced, and follow appropriate APA documentation conventions.

Unit 11 Project Part 9: Team Presentations

Purpose
Teams will present their solutions to the class. Each team member should play a role in the presentation. The presentations will be evaluated by the class using the rubric.

Course Objectives and Learning Outcomes
Articulate a position on a contentious issue and be prepared with organized, research-based supportive evidence to counter negative responses.
Create a presentation and a peer-reviewed research document intended to persuade an audience to support a position on an issue or a solution to a problem.

Upon completion of this activity, you will have created and presented a peer-reviewed research document designed to persuade your audience of your selected solution to a problem.

Required Resources
Textbook
Group papers
Group presentations

Project Logistics
Each team will present their project topic using PowerPoint or other visual media in addition to a formal verbal presentation. All team members must have a role to play and the PowerPoint presentation should follow the structure provided. The PowerPoint and oral presentation must reflect the team’s project problem topic and present the team’s solution to a selected problem. Source material must be cited in the presentation according to APA standards.

This assignment is analogous to a formal business presentation and you should be professional in all aspects of the presentation. Members of the class will assess presentations using the following presentation rubric. You will note your name and the presentation name on the rubric. Complete a rubric assessment for each team presentation, including your own, to be submitted to your instructor after each presentation.

The PowerPoint slides should use the following structure, using additional slides as required:
Slide 1: Title slide, listing the project title and team members
Slide 2: Team members’ bios and team roles
Slide 3: Background and context of chosen issue or problem (use more slides as needed).
Slide 4: Solutions examined by team (use more slides as needed)
Slide 5: The best solution with explanation (use more slides as needed)
Slide 6: The benefits of your solution to the issue or problem
Slide 7: Bibliography using a standard documentation format (cite all source materials in PowerPoint using in-text citations)

Required Resources
ITT Tech Virtual Library
Final Presentation Grading Rubric

Submission Requirements
Your team should submit a handout of the PowerPoint presentation and a typed document of your presentation notes to your instructor as a final unit assignment.

Final Presentation Grading Rubric

Student Name: __________________________________________________

Presentation Name: _______________________________________________

Criteria | Unacceptable | Developing | Competent | Exemplary | Wt | Thesis | Not submitted; or insufficiently developed | Partially developed; states purpose, main ideas, and reasons | Developed to show full purpose and main ideas | Incorporates plan, with main ideas, purpose, and premise | 10 | Reflection, Assessment, and Content | Not sufficiently developed evaluation/ self-assessment | Partially developed evaluation/ self-assessment | Sufficiently developed evaluation/ self-assessment | Completely developed evaluation/ self-assessment | 30 | Development and Detail | Few or no relevant, supportive, specific details and explanations | Somewhat developed, relevant, supportive, with specific details and explanations | Adequately developed, relevant, supportive, with specific details and explanations | Fully developed, relevant, supportive, with specific details and explanations | 20 | Organization | Material/content are not presented in a unified order | Material/content presented in a somewhat unified order | Material/content presented in unified order | Material/content accurately presented in a unified order | 20 | Grammar, Mechanics, Sentence Structure | Grammar, spelling, punctuation, and sentence structure concerns8+ different errors | Some issues with grammar, spelling, punctuation, and sentence structure6-7 different errors | Grammar, spelling, punctuation, and sentence structure adequate4-5 different errors | Correct grammar, spelling, and punctuation; sentences well crafted0-3 different errors | 20 | TOTAL | | | | | 100 |

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