Program Outcomes Retrospective Paper
Program Outcomes Retrospective Paper - THIS PAPER IS DUE MAR. 27, AS THE LAST ASSIGNMENT.
A retrospective is a compilation of representative examples of work from a major part of person’s life. As you complete your degree, this assignment provides the opportunity for you to look back over the milestone moments in your program and share significant events and learning which have contributed to your professional growth and practice.
Using the program outcomes as a framework, compose a Program Outcomes Retrospective Paper explaining how you have mastered each program outcome and how this experience has contributed to your overall life’s work. For each program outcome, use the capstone artifacts to provide concrete examples of these milestone moments in a well-developed, clear, and thorough rationale paragraph.
*Please craft at least one paragraph for each program outcome to address these questions.
Please subtitle the paragraph with the program outcome title.
In what ways do your artifacts support mastery of the program outcome?
How do your artifacts provide evidence of competency in this area?
Are any gaps evident?
Consider the following questions when addressing the conclusion to your paper:
How have you grown or developed during your enrollment in this program?
How has this program helped you in your personal growth?
How will your competency in the program outcome enhance your professional work?
A template for the Program Outcomes Retrospective Paper has been provided for you in Student Commons in the Capstone Experience Resources.
APA and Writing Checklist
Title page (Use title, author’s name, author’s institution, course prefix and number, course instructor name, and assignment due date.)
Title on first written page
Introduction paragraph
Use headings
Conclusion paragraph
References with doi# or url
Length: The double-spaced paper should be 8 pages in length.
Overall format:
Compose the paper in a Word document.
Leave a one-inch margin at the top, bottom, left, and right.
Use 12-point Times New Roman or Arial font.
Organize your paper with APA-formatted headings and sub-headings.
References: Follow APA format.
Program Outcomes Retrospective Paper
Student Name
American College of Education
Course Number Course Title
Course Instructor Name
Assignment Due Date
Program Outcomes Retrospective Paper
The program has been one of a kind, exposing the learners to extensive learning through research and experience. Several parties were actively involved throughout the program, including health care experts, my professors, the local authority, and all the students who participated. The learners learned to be confident and assertive in what they believed in. Additionally, they felt great for every milestone and program outcome they achieved, as it placed them a step higher in their career and professional life. Several program outcomes were achieved. They included the ability to make lesson plans, conduct nutrition education, and adhere to the knowledge acquired. Here, the instructors had to prepare adequately with knowledge and factual data to meet the audience's expectations.
The second outcome was to boost the confidence of all participants significantly, to know that they have the ability and what it takes to spot a problem and solve it. An additional program outcome was improved creativity and critical thinking, especially in meal choices and physical activity level. Another program outcome was to enhance communication and information delivery to be seen through the use of learning aids and peer group meetings. Collaboration and teamwork were other outcomes that would enhance student interaction and adherence to health and safety measures. Other program outcomes included the ability to multitask, improved nutrition and wellness counseling techniques, and improved virtues such as patience and hard work.
Program Outcome One
Program outcome one is the Ability to make Lesson Plans, Conduct Health Education, and adhere to health, safety, and wellness measures. Reflection on Assessment and Evaluation ED 5343 Assignment 5 will be used to analyze the outcome. The artifact made it possible for all participants and learners to garner the ability to make lesson plans and stand before large crowds to conduct health education and practice the measures. The program equipped them with the right tools and attitude to construct and design a lesson plan and teach. For example, they could include each day's objective on paper and the required information in a specific and individualized form. Every evening, they ensured that they were on time for the lessons, where the team conducted individualized and group training on the set topic. The education sessions were interactive and enjoyable, making it easier to master the outcome. There were no gaps whatsoever, and knowledge acquisition can be gauged from the students’ change of health behaviors.
Program Outcome Two
Program outcome two is: Create an environment where collaboration and teamwork can be pioneered. Reflection on Learning, ED 5313 Assignment 5 will be used to evaluate the outcome. The artifact made it possible to create an excellent environment where collaboration and teamwork were greatly enhanced. There was cohesion among the entire team and all stakeholders. Where there is collaboration and teamwork, learning becomes possible (Morley & Cashell, 2017). Everyone played their different roles and made it possible to hold the sessions in different schools throughout northern California. The students used to meet daily and prepare ahead before each one of them moved to their station. Team collaboration improved their thinking, leadership skills, and self-management. There was also an improvement in the relationship between the students and the faculty. Additionally, the retention of the participants, their self-esteem, and personal responsibility were enhanced. They were also able to increase their comprehension of different perspectives and ways of thinking. Additionally, collaboration and teamwork exposed them to an environment where they could prepare for real-life social occurrences. Looking at the artifacts, no gaps were existing in team collaboration and participants' learning.
Program Outcome Three
Program outcome three is: Improve the ability to multitask. Philosophy and Goals, ED 5303 will be used to evaluate the outcome. The artifact allowed the learners to garner the ability to perform more than two things at the same time and do it perfectly. Multitasking helps immensely when there are several goals that must be accomplished every day. Multitasking assists people in getting things done while saving on time and money. Getting simultaneously involved in an activity makes it possible to utilize less time, energy, and money. Additionally, multitasking improves and increases one's productivity. Finally, it prevents the occurrence of procrastination since one is able to get many things done at once. By encouraging the students, teens, and all young people in the program to attend the sessions in the evening, they were able to attend their classes and learn about the health behavior change strategies. The artifact did not include multitasking in other contexts. However, it did equip the learners with baseline knowledge on multitasking.
Program Outcome Four
Program outcome four is: to enhance creativity and critical thinking. Theoretical Support, HLTH 5423 module 4 will be used to analyze the outcome. The artifact allowed the learners to become critical and creative thinkers in their choice of meals and general health choices. Critical and creative thinking has become a necessity in today's world. Critical thinking helps young learners to meditate on their behavior on issues that are related to health, nutrition, and wellness. Additionally, the students are able to include reason and responsibility in their decisions, especially when faced with a tense situation. Critical and creative thinking helps learners to come up with ways through which they can solve the challenges affecting the community. Finally, they are able to comprehend the significance of the different forms and roles of culture. By training the students on critical and creative thinking, they were able to know that making healthy choices, especially in meal choice, is their sole responsibility. They were able to understand the implications of unhealthy foods and wayward lifestyles that directly affect their performance and that of the ones living with them. There were no gaps in this artifact existing on enhancing creativity and critical thinking.
Program Outcome Five
Program outcome five is: Boost the learners’ confidence and lead them to believe that they are capable of being excellent stewards over their health. Leadership, LEAD 5433 Assignment 4 will be used to analyze the outcome. The artifact enhanced the learners’ understanding of what it means to have confidence over their own choices at any given time. Having confidence ...