Final project

I don’t know how to handle this Business question and need guidance.

You are a Global Crisis Team tasked with the objective of creating a project that will support communities impacted by social, environmental, or economic factors.

“Of all the meaningful experiences that we can provide students, those related to social justice might be the most important. All the facts, concepts, and skills we teach are for nothing if students are unable to use that knowledge in ways that improve the world around us” – unknown

Create your own project! And apply the principles of project management. I must see a clear connection between the concepts we learned in class and the example you choose. You will pick an issue of your choosing and brainstorm with your team different ideas on how to solve the problem. Your objective is to come up with a unique project that could benefit impacted communities or businesses. Your project has to be realistic and based on data and research.

***Remember a project has to be unique, temporary (deadline), and work within certain constraints

Think outside of the box, identify a problem, and create a unique solution:

Why the best minds are not solving world’s biggest problems? (Links to an external site.)

Areas for project consideration (but not limited to):

Project Ideas
Social Issues Environmental Issues Economic Issues
Gun violence Deforestation (i.e. Amazon) Lack of Innovation
Education Water Crisis (i.e. Cape Town) Lack of Technology
Gender discrimination Climate Change Poor Marketing and Customer Relations
Homelessness+ Poverty Waste Disposal Poor product expansion
Racial discrimination Overpopulation Budget and lack of funding

Project details:

  • Describe the project in detail
    • What is it? What is it for? What does it offer? How does it solve the problem?
  • You are the project team in charge of implementing the project. Discuss the way you would implement it in detail:
    • We have covered several topics in this class. You can cover all of them broadly or go into detail about a specific portion of project management.
    • Compare your project to similar examples. This is where your research will come in:
      • What organizations/businesses have successfully implemented something similar?
      • What organizations/businesses have unsuccessfully implemented something similar? How will you improve upon their weaknesses?
  • Use the key terms and information that we’ve learned in class and will continue to learn.
  • Use APA citations and references.
  • You have the flexibility to go into as much detail as you want. You can expand upon one aspect of the project management in great detail, or you can cover all of the aspects mentioned in class.

Project Format and Expectations:

  1. Cover Page
  2. Executive Summary (i.e. purpose, objective, goals, phases)
  3. Project Charter including Scope Statement (i.e. SOW, projected budget, risk analysis, milestones)
  4. Project Parameters and Project Selection
  5. Project Schedule (i.e. Work Breakdown Structure and Gantt Chart)
  6. Project Cost (i.e. cost management plan)
  7. Project Management Approach (i.e. communications plan, roles and responsibilities, issue management))
  8. Project Closing Statement
  9. Appendices and References (i.e. if needed)

Written Paper Guidelines for Final Project:

You must use APA formatting for any information you retrieve from sources outside of your own knowledge!

Supplemental material:

How to create a Project Plan:

  1. Link (Links to an external site.)

Example of Project Plans:

  1. Sample Project Plan.doc
  2. Example – Project Plan, v2.2.doc

Examples of Project documents:

  1. Link (Links to an external site.)

You may “fire” a team member from your team, but this will incur a 10% penalty for each team member fired, so use this option only as a last resort.

Rubric

400 Level Grading Rubric: Written Communication

400 Level Grading Rubric: Written Communication

Criteria Ratings

This criterion is linked to a Learning OutcomeWriting Strategy

Consistently demonstrated correct usage of writing strategies specific to assignment, including topic choice and application

Demonstrated correct usage of writing strategies specific to assignment, including topic choice and application

Demonstrated some correct usage of writing strategies specific to assignment, including topic choice and application

Minimally demonstrated correct usage of writing strategies specific to assignment, including topic choice and application

Does not demonstrate correct usage of writing strategies specific to assignment, including topic choice and application

This criterion is linked to a Learning OutcomePosition/ Thesis

Consistently developed and defended an effective position / thesis that leads to a significant conclusion

Developed and defended an effective position / thesis that leads adequately to a significant conclusion

Developed and defended an effective position / thesis that leads to a significant conclusion but lacks cohesion, structure, or unity

Developed and defended an effective position / thesis that leads to a significant conclusion but lacks adequate cohesion, structure, or unity

Position / thesis completely lacks adequate cohesion, structure, and /or unity

This criterion is linked to a Learning OutcomeIntroduction

Thoroughly created an engaging introduction, developing the tone of the essay

Created a mildly engaging introduction, developing the tone of the essay

Created an introduction, developing the tone of the essay

Created an introduction, with little regard to the tone of the essay

Introduction does not engage the reader, nor showcase tone of the essay

This criterion is linked to a Learning OutcomeOrganization of main points

Structure enhanced the argument, strong sections and seamless flow.

Structure supported the argument, clearly ordered sections fit together well.

Structure is inconsistent or uneven.

Structure is in the way of reading for content

Structure shows a lack of unified and coherent structure

This criterion is linked to a Learning OutcomeContent Area (added by Instructor)

Excellent

Above Average

Average

Below Average

Unacceptable

This criterion is linked to a Learning OutcomeTransitions

Essay moved smoothly from one idea to the next with variety of mechanisms.

Essay moved from one idea to the next with variety of mechanisms.

Essay moved from one idea to the next with little variety of mechanisms.

Essay did not flow from one idea to the next; transitions, if any, were common.

Essay did not flow from one idea to the next.

This criterion is linked to a Learning OutcomeEvaluating and applying evidence and/ or supporting ideas

Consistently developed well supported arguments with a variety of academically valid data/evidence/ideas

Developed well supported arguments with academically valid data/evidence/ideas

Developed well supported arguments with limited academically valid data/evidence/ideas

Developed supported arguments, but lacked consistent academically valid data/evidence/ideas

Little or no academically valid evidence

This criterion is linked to a Learning OutcomeConclusions

Thoroughly provided closure to the essay in a creative, meaningful manner

Provided closure to the essay in a meaningful manner

Provided closure to the essay, but with little creativity or meaning

Provided little closure to the essay; the reader is left with unanswered questions

Little or no conclusive statements

This criterion is linked to a Learning OutcomePresentation, style and grammar

Demonstrated mastery of the genre, including elegant style, established voice, proper use legal use of information. There are virtually no errors

Effective utilization prose style, follows relevant scholarly and legal conventions, emergence of voice. There are some minor errors

Writer is beginning to be comfortable with appropriate conventions, style is inconsistent or uneven. There are frequent or serious errors

Writer’s errors get in the way of reading for content. Errors significantly impair readability

Writer’s errors prevent reader from understanding the essay

This criterion is linked to a Learning OutcomeDocumentation (MLA, APA, Chicago, etc….)

Demonstrated proper style format and citations with no errors

Demonstrated proper style format and citations with few errors

Demonstrated proper style format and citations with errors that begin to distract the reader

Attempted to demonstrate proper style format, but errors impede reader comprehension

Little or no attempt at proper style

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