Individual Success Plan (ISP)

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Planning is the key to successful completion of the dissertation. In this assignment, you will collaborate with your chair to establish a plan for completing a reasonable amount of the dissertation during this course. It is important to show all of the intended deliverables, as negotiated with your chair, in your Individual Success Plan. You will submit these deliverables to your chair in the appropriate modules for the purpose of grading.

The time it will take to complete your Final Dissertation will depend upon the schedule you establish for completing each of the milestones. As such, it is important to review the milestones to ensure you are meeting each one along the Dissertation Journey.

General Requirements:

Use the following information to ensure successful completion of the assignment:

  • Locate and download the “Individual Success Plan” (ISP) document.
  • Review the Dissertation Milestones as found in the DC Network.
  • Instructors will be using a grading rubric to grade the assignments. It is recommended that learners review the rubric prior to beginning the assignment in order to become familiar with the assignment criteria and expectations for successful completion of the assignment.
  • Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
  • You are not required to submit this assignment to LopesWrite, unless otherwise directed by your instructor. If so directed, referto the LopesWrite Technical Support articles for assistance.

Directions:

Complete the Contact Information table at the beginning of the resource, and type in your signature and the date on which you completed the table.

Read the information in the ISP document including the following:

  • Learner Expectations
  • Derivation of the ISP
  • Instructions for Completing the ISP

Follow the instructions and complete the ISP. Include the following in your ISP:

  • One or more specific deliverables to be submitted in Topic 4.
  • Specific items to be addressed to meet the requirements for prospectus approval in Topic 6.

Reminder: To complete this course successfully, you will need to have a prospectus that your Chair and methodologist have both approved. Without that approved prospectus, you will fail the course and need to retake the class. Knowing that you will be unable to move forward in your program without an approved prospectus, your Individual Success Plan (ISP) should reflect specific actions you will take to produce a prospectus that will meet approval.

College of Doctoral Studies

 

Individual Success Plan

Planning is the key to successful completion of the dissertation. In Individual Success Plan (ISP) assignments, you will collaborate with your chair to establish a plan for completing a reasonable amount of the dissertation during this course. It is important to show all of the intended deliverables, as negotiated with your chair, in your Individual Success Plan. You will submit these deliverables to your chair in the appropriate modules for the purpose of grading.

The time it will take to complete your final dissertation will depend upon the schedule you establish for completing each of the milestones. As such, it is important to review the milestones to ensure you are meeting each one along the Dissertation Journey.

Contact Information
  Learner Information
  Name:  
  E-mail: GCU:
    Personal:
  Phone Number:  
Dissertation Committee Chair Information
  Name:  
  E-mail: GCU:
    Personal:
  Phone Number:  
  Methodologist Information
  Name:  
  Content Expert Information
  Name:  
  E-mail: GCU:
    Personal:
Learner Signature

By typing in his/her signature below, the learner agrees to have read, understood, and be accountable for the learner expectations shown below and for leading the dissertation process with the learner’s Dissertation Committee providing guidance and support in this effort.
Typed Name:
Date:

 

 

Learner Expectations

As a doctoral learner at Grand Canyon University (GCU), and specifically during the dissertation phase of the journey, certain expectations must be met and dispositions displayed to make this journey successful.

During the dissertation phase GCU expects learners to:

· Provide the Chair with current contact information.

· Communicate regularly and effectively with the Chair.

· Establish a plan for regular communication with the Chair.

· Establish expectations with the Chair for the iterative process of writing. How will each of you mark your changes in the document?

· Establish and regularly update a time management and project plan, communicating to the Chair what, how, and where the learner will need assistance from the Chair.

· Use and embrace the feedback given by the Chair and committee.

· Access the DC Network at least once a week to be aware of changes and innovations in the doctoral program and to collaborate with learners and faculty who have similar dissertation interests.

· Check GCU email since this is the official source of email from the University.

· Use the tools provided by the Chair and available in the DC Network to ensure the dissertation meets all stated requirements.

· Take initiative in gathering and finding information located on the systems provided.

· Be responsible for and committed to a thorough review of the submitted manuscript in all versions, ensuring the committee and College will always read the learner’s best work.

 

note: It is important that you spend significant time (2-4 hours) each day working on your dissertation in order to graduate by the time you have targeted in your Comprehensive Dissertation Project Plan (described below).

 

Instructions for Completing the ISP

The Dissertation Milestone Guide is a resource available on the DC Network (http://dc.gcu.edu). Use the Dissertation Milestone Guide to develop a Comprehensive Dissertation Project Plan . Consult the Milestone Guide when developing the Individual Success Plan (ISP), which is the project plan for an individual course .

The initial ISP is due in Week 1 of the course. Use the Week 1 ISP Table below.

Consult with your chair to develop a realistic ISP and to ensure that you understand all the deliverables and the assumptions you are making. Plan to discuss the following items with your chair as you develop the ISP:

· The expected quality standards

· Your roles and the roles of the committee members

· Additional resources you may need

· The level of your skills in writing, data analysis, etc.

· The reasonableness of the ISP based on your other commitments and available resources

· The requirements stated in the rubric to realize the various levels of performance.

 

When completing the initial ISP (due Week 1), reflect on what you accomplished in your previous class, and then identify what you need to complete your current class. There are several required items that must be accounted for in the initial ISP:

1) At least two conference calls with your chair or committee (As scheduled). You should speak with your chair at least twice during each dissertation class to review your progress and to discuss feedback on deliverables and resources you may find useful. Any change in date or deliverable specified on your ISP must be negotiated with your chair at least one week before the due date of the committed assignment. Not scheduling Zoom meetings with the chair can result in deduction in participation points.

2) Dissertation related deliverable(s) (Weeks 4 and 7). See list of acceptable deliverables below. As you complete your ISP, build in the number of revisions you may need for each deliverable based on reviews needed by your chair, committee, and Academic Quality Review (AQR) reviewers. Assume all deliverables will require a minimum of one revision. The number of revisions depends upon the quality of the initial document you produce.

3) Final dissertation prospectus (Week 6). This is a pass/fail assignment worth 500 points.

4) ISP status update and reflection for the course (Week 8). Use the Week 8 ISP Summary/Reflection Table below.

5) One posting for the weekly discussion question in the learning management system (Weeks 1-8)

6) Interaction in your Learner Dissertation Page (LDP) in the DC Network (Weeks 1-8). You must post a weekly message in the LDP that includes the following:

· What did I accomplish last week?

· What am I working on this week? (goal for the week)

· What am I struggling with this week?

7) Other ungraded deliverables or significant action items you need to complete (As scheduled)

 

The following are acceptable deliverables for your Week 4 and 7 assignments:

College of Doctoral Studies

·

© 2020. Grand Canyon University. All Rights Reserved.

 

· Approved Prospectus

· Chapter 1 Draft/Approval

· Chapter 2 Draft/Approval

· Chapter 3 Draft/Approval

· Full Proposal Draft/ Revisions/Approval

· Proposal AQR Submission/Revisions/Approval

· Proposal Defense

· IRB Submission

· IRB Approval

· Data Collection

· Data Analysis

· Chapter 4 Draft/Approval

· Chapter 5 Draft/Approval

· Full Dissertation Manuscript Draft/Revisions/Approval

· Final AQR Submission/Revisions/Approval

· Final Defense

· Form and Format Revisions/Approval

· Dean’s Signature

· Uploading of Manuscript to ProQuest

 

Note: In order to complete your dissertation by the end of the third dissertation class, you will need to meet the milestones as specified in the Dissertation Milestone Guide for each of the dissertation classes (DIS/DBA/PSY 955, 960, 965).

 

Your grade in each dissertation class is based on:

1. Week 1 ISP

1. Weekly posts to the discussion forum in the learning management system.

1. Weekly updates in the LDP (What am I working on this week? What am I struggling with this week? What did I accomplish last week?)

1. Weeks 4 and 7 dissertation deliverables

1. Week 8 ISP Summary/Reflection. Indicate in the Milestone/Deliverable column for each week how you met, partially met, or did not meet the indicated milestone or deliverable proposed in your Week 1 ISP. Reflect on what you did or did not accomplish and why, and also any approved adjustments to your initial Week 1 ISP plan.

You will be graded on the submission of each deliverable in addition to the quality of the deliverables. For dissertation deliverables, the grade is based on fully meeting each criterion in the template for the deliverable, quality of writing, and adherence to APA format. A grading rubric is available in the learning management system.

 

Week 1: ISP

Instructions:

1. Discuss with your chair to determine how you and your chair are going to communicate during this course. You and your chair must communicate within the online classroom. Discuss any additional communication strategies with your chair and write them in the first table below.

2. Use the Week 1 ISP table below to identify and track the deliverables to be completed for this class. These should be guided by the Instructions noted above.

 

3. Complete the following:

a. Communication strategy with my chair for this course:

 

 

b. ISP Table

 

DIS-955 Expected Milestone/Deliverable to be Completed: Date Due:
 

Week 1:

    
 

Week 2:

    
 

Week 3:

    
 

Week 4:

    
 

Week 5:

    
 

Week 6:

    
 

Week 7:

    
 

Week 8:

    

 

 

 

 

Week 8 ISP Summary/Reflection Table

 

Instructions: Provide a reflection for each week of how you met, partially met, or did not meet the indicated milestone or deliverable proposed at the beginning of the course in your Week 1 ISP.

Complete the following:

 

1. Reflect on your communication activities with your chair during this course (what worked/did not work/how might future communication change based on this course, etc.):

 

 

2. ISP Table:

 

DIS-955

 
Milestone/Deliverable

(Copy from your Week 1 ISP)

 

 Status

(place X in appropriate box below)

 

 Reflection

(Provide reflection on the status of milestone /deliverable)

 
  Complete Partially Complete Not Complete  
 

Week 1:

        
 

Week 2:

        
 

Week 3:

        
 

Week 4:

        
 

Week 5:

        
 

Week 6:

        
 

Week 7:

        
 

Week 8:

        

 

 

 

© 2020. Grand Canyon University. All Rights Reserved.

Standard Lesson Plan

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EDSP 360

Standard Lesson Plan Instructions

** TEACH IT, PRACTICE IT, TEST IT! **

Lesson Plan #__: __________

Name:

 

 Course: EDSP 360
LESSON PREPARATION [before the lesson]
Topic: Correct subject/grade/topic and are age appropriate.

 

 Concept:
Subject:

 

 Grade:
State Standard [Virginia SOL or reading standard of your state]: Virginia SOLs can be located at http://www.pen.k12.va.us/
National Standard National Standards can be found at http://www.educationworld.com/standards/national/toc/index.shtm
Primary Objective [Objective must match Summative Assessment below.]

Must be a specific statement which provides a basis for evaluating whether or not the objective was accomplished, by each individual student (measured by the summative assessment). The objective should describe the skill to be taught, not the content to be used. The following components must be stated in each objective:

Condition of the task: for example, “Given ten vocabulary words…” — not “After a vocabulary lesson.”

Learner: Be specific. “each student” or “students in group 3”

Performance/Observable task: Must be a verb that can be observed — not “know” or “understand”

Criterion (MEASURABLE): For example, “state three reasons,” “draw one picture,” “answer 18 of the 20 correctly” Do not use percentages in lesson plan objectives.

Sample objectives: Given 10 vocabulary words, each student writes a correct definition for at least 9 of the words. In an essay, each student in group two writes an essay integrating each of 10 teacher identified vocabulary words with contextual accuracy.
Classroom Diversity and Differentiated Instruction [Describe student diversity and related aspects of lesson and how instruction will be adapted]

Description of the group for whom the lesson is being prepared. Identify cultural groups, learning style groups, ability groups, and any special needs groups represented. Define any special groupings to be addressed during the lesson. Describe the student diversity and related aspects of lesson and how the lesson will be adapted to accommodate the diverse learners. For this course, mention the disabilities and how you alter the lesson to reach those students with the disabilities.
Materials/Equipment [Be creative! Manipulative activity required]

List the materials and equipment needed for the lesson. Be creative! Include authentic children’s literature: poetry, drama, fiction, nonfiction, and research materials suitable to the content area of study. Or perhaps manipulatives, maps, samples, etc. Be sure to list printed materials in APA format.
Technology Integration [Provide software title or website that could be used for this topic]

Hardware/software used by teacher and/or students and how it will be integrated into the lesson. Specify the net address for each entry.
Character Principle [Choose character principle related to children’s literature selection.]

Choose a character trait that applies to the lesson. State the principle in student terms, a correlated verse, and the scripture reference. Explain how this will be used in the lesson.
LESSON PRESENTATION [during the lesson] The following steps are designed to prepare students to be successful in the summative evaluation at the end of the lesson.
Set [Introduce lesson concept.]

Introductory activity to get students’ attention and focus attention on the lesson topic.

 
Teacher Instruction [Explain lesson concept.] Teacher Modeling [Demonstrate examples of lesson concept.]

Include a brief explanation of the concept to be taught and one or more examples to be modeled by the teacher. If steps or skills are part of the lesson, list the steps or skills. This needs to be explained in the detail that a reader will know that you understand the concept being taught.
Guided Student Practice [formative assessment]:

Students practice additional examples with the teacher’s guidance using an activity, assignment, or experience. Group activities are appropriate. Teacher observes student performance (formative assessment).
Independent Student Practice [formative assessment – practice for summative assessment]:

Once the teacher is satisfied that the students understand the examples completed as a group with teacher guidance, additional examples are assigned to be completed independently. The teacher should circulate through the room to observe whether students are having difficulty and help them as needed (formative assessment). This is not the same as the summative assessment not is this where you evaluate the objective. Rather it is practice for the summative assessment.
Closure [Review lesson concept and character principle.]

Review the concept taught. (Restate the objective and/or ask students.) Summarize and solidify.
Summative Assessment [Measure performance of each individual student]:

Must measure the objective stated in the lesson plan. (How will you grade or check to see if the objective was achieved?) Example: Student quiz, student writing, or checklist (marked by the teacher, student, or peer) to assess each student’s performance. This is not the same as the independent practice.

DO NOT ASSIGN HOMEWORK unless the students demonstrate mastery. The parents are important in the lives of their children, but YOU are the teacher.

Differentiated Unit Plan Topic Assignment

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EDUC 307

Differentiated Unit Plan Topic Instructions

 

In a Word document, explain your ideas for your Unit Plan (weeks 6 and 7). Keep in mind that the information you submit here will be the basic structure applied to each subsequent stage of this project—you must be consistent. The following information should be included in your Unit Plan Topic submission:

· Unit theme

(examples: spaceships)

 

· Character principle (choose one from the list provided)

(example: Justice – The entitlement of every person to that fair treatment which is his or her impartial or unprejudiced due. “God is no respecter of persons.” (Acts 10:34b)

 

 

· Grade level for your proposed class

(example: fourth grade)

 

· Core Subject

(example: Reading)

 

· Primary SOL (Virginia Standard of Learning) for subject

(example: Reading 4.6 c. explain author’s purpose)

 

Carefully read the grading rubric for the assignment. Submit this assignment by 11:59 p.m. (ET) on Monday of Module/Week 2.

Reconstructionism/Critical Pedagogy

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Thomism

Tammy Tillman

EDUC 307

July 9, 2018

Introduction

Thomism was developed by Thomas Aquinas as a system of philosophy that aimed at trying to create the aspect of harmonization between Christian theology and the philosophy of Aristotle.

This particular philosophy tends to be a dominant philosophical order that is preserved in most parts of the world, despite the fact that most of the philosophical systems disagree wit it.

According to Thomism, most of nature and theology can be apprehended through observation and reason.

This means that the philosophy tends to support the fact that observation and reason should be used to develop judgment on what is understood via faith.

 

Thomism is a philosophical principle that was developed by Aquinas Thomas who the purposes of ensuring that the aspect of reason and observation is used to affirm the aspect of faith.

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Tenets of Thomism

To start with, it is evident that the aspect of Thomism is empirical. This means that it is based on experiences and observations.

According to tis philosophy, the existence of God can only be confirmed on the basis of direct experience.

This particular idea tends to suggest that the existence of God can only be confirmed only through reason and not via the aspect of faith alone.

Moreover, it is clear that this philosophical idea suggests that various truths can only be understood via the aspect of revelation.

Thomism is strongly grounded in reason, specifically in opposition to “blind faith.” It holds the laws of non-contradiction and causality as the fundamental principles of reality.

3

Contd..

Additionally, it is also clear that this philosophical view also approaches the existence of God via the aspect of negative theology. This means tat humans should be able to approach the existence of God via the aspect of metaphors and analogies.

The fact that God is unique means that the existence of God is beyond human understanding and cannot be comprehended fully (McInerny, 2006).

In order to at least partly comprehend God, we must use figurative or analogous terms relevant to our experiences. This approach also implies that portions of Scripture can be interpreted figuratively, depending on the context.

 

Thomism tends to suggest that the existence of God should be based on analogies and metaphors since the existence of God is a unique occurrence.

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Theory of Truth

According to this philosophy it is clear that the idea of truth is an essential component of the theory.

According to this theory the aspect of objective realism and empiricism can be defined as being useful when it comes to trying and understand the existence of God.

Moreover, this philosophical theory also applies the aspect of the soul and body which is not in line with most of the classical aspects of dualism.

 

 

 

The aspect of truth is a major aspect of this theory also, this theory applies the element of soul and body which does not exist in the classical aspects of dualism.

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Distinction between Essence and Existence

According to tis philosophical theory it is evident that there is a distinction that exists between essence and existence.

From the description put forward by Thomas Aquinas rotates on the fact that the existence of God is identical to his essence.

This idea further tries to prove the fact that evil does not exist on itself, however, it is as a result of lack of good in it.

This means that evil as the ability to violate the main purpose of good and thus promoting it sown existence.

 

 

Thomism is also based on the aspect of essence and existence. The argument posed forward is that the existence of God is bound on is identity and also is essence.

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Aquinas Five Ways

Thomism can be described as the source of the Aquinas ‘Five Ways’,. These particular ideas can be defined as the arguments presented towards the existence of God.

To start with there is the argument of motion. This argument argues that our senses have the ability to prove that there is something in motion. His means that things are able to move because they posses the potential motion to move.

From this argument it is evident that nothing has the ability to move itself and that there is always the cause of motion.

From this argument it is evident that there is the first mover who controls motions and this leads to a perfect answer and that is the existence of God.

Thomism can be described as the source of the Aquinas ‘Five Ways’,. These particular ideas can be defined as the arguments presented towards the existence of God. Aquinas developed these arguments as a means of trying to prove the existence of God.

7

Contd..

The second argument presented by Aquinas was that on Efficient Causes.

According to this argument it is clear that we tend to perceive that there exist an efficient cause of the various occurrence in the world.

This argument puts it clear that nothing may be in existence prior to itself and that there must be an existing force that leads to the existence of anything.

Additionally, from the argument it is clear that If a previous efficient cause does not exist, neither does the thing that results.

 

n the world, we can see that things are caused. But it is not possible for something to be the cause of itself because this would entail that it exists prior to itself, which is a contradiction.

8

Contd..

The third argument is known as the argument from possibility and necessity.

It is evident according to nature that things can either be or not be, this means that the existence of nature can be brought into being or at the same time be out of being.

It is also clear that the existence of these contingents reaches a place where it ceases (Rakhmatullin, & Semenova, 2015).

This means that the existence and ceasing to exist of these contingencies is as a result of another force that is beyond these contingencies.

It is clear that the existence of contingent is as a result of a force greater than them and this case it can prove the existence of God

9

Contd..

The fourth argument revolves around the argument from gradation of being.

From this argument it is clear that some contingents are better than others. However, it is clear that the supremacy of these contingents is as a result of a higher control.

This argument further draws its ideas from the aspect of ‘uttermost’, according to this idea it is evident that a contingent can only be hotter but at the same time it resembles another aspect that is hottest when compared to it.

This leads to the aspect of perfection which shows that there is a perfectionist who designs a contingent and in this case it answers the question on the existence of God.

From this fourth argument it is clear that there is something that I the cause of all goodness and perfection.

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Contd..

Lastly, there is the argument from design, according to this idea it is evident that all the natural bodies work in a well synchronized and coordinated manner. This coordination and synchronization does not happen by chance.

Additionally, this idea puts it clear that most of these natural elements work without the aspect of knowledge in them.

Therefore this is a clear indicator this coordination is out of design of an intelligent being that is able to control the occurrences of these natural beings (Bishop,2017).

The aspect of design shows that all the natural elements were designed to work in coordination and that there was a designer and according to Aquinas the designer in this case can be described as being God.

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Conclusion

In conclusion it is evident that Aquinas was able to try and explain the existence of God via the various views he presented.

According to him the existence of God cannot be prove merely via the word of God.

However, in order to prove his existence there are a number of aspects that can be put into consideration and tis lead Aquinas to develop the ‘Five Ways’ in order to prove the existence of God.

According to Aquinas, some theological truths, truths of revelation, are such that philosophy could never discover them. For example, philosophy cannot establish that the universe had a beginning and is not eternal

 

Aquinas Thomas develop the philosophy of Thomism which was based on observation and experiences in order to try and prove God’s existence.

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References

Rakhmatullin, R., & Semenova, E. (2015). Thomism of the unity of the religious and scientific knowledge. Nauka i studia, 10, 288-291.

Bishop, S. (2017). Thomas Aquinas and the Neo-Thomist Tradition: A Christian-Philosophical Assessment, written by BJ van der Walt. Philosophia Reformata, 82(2), 245-248.

McInerny, R. (2006). Praeambula fidei: Thomism and the God of the Philosophers. CUA Press.

References

Bishop, S. (2017). Thomas Aquinas and the Neo-Thomist Tradition: A Christian-Philosophical Assessment, written by BJ van der Walt. Philosophia Reformata, 82(2), 245-248.

McInerny, R. (2006). Praeambula fidei: Thomism and the God of the Philosophers. CUA Press

Rakhmatullin, R., & Semenova, E. (2015). Thomism of the unity of the religious and scientific knowledge. Nauka i studia, 10, 288-291.