A500.9.4.RB
Course Reflection

As I reflect back on the course, I believe that the curriculum provided valuable tools for us as students and laid a solid foundation of critical thinking as we progress through the Master’s program. Specifically, the systematic approach to critical thinking involving the standards and elements. In addition, becoming familiar with APA formatting, software such as The Brain, and professional presentation programs. Most of which will require more work on my side to become proficient in order to get the most out of my work.

This being my first online academic course, the first week I felt a little discombobulated trying to figure out where everything was while completing the assignments. This usually is the case with a new method of learning. However, I feel that having had access to the first weeks readings and assignments prior to the course beginning would have provide a better start to discussions and quality of assignments. I would recommend that students be able to access the instructor’s announcements (to include syllabus), readings and assignments one week prior to the official start of the course would benefit students overall. Furthermore, this would allow students to begin establishing a study plan as they would be better prepared for the tempo of the course.

I believe that the program and instructor provided sufficient support for our learning. There were more than enough academic support outlets for students by means of research, access to the instructor, and peer group activity. Moreover, the “walk through” instructions for setting up our blog, ePortfolio, and The Brain accounts were very helpful. I would also add that the specified tag for ePortfolio material was useful when stated with the assignments. Preventing a mad rush save all required materials during the final weeks. Lastly, I would imagine that being required to purchase a third party software program, such as The Brain, should be known to students as they register for the course. Along with the reading, I would recommend that this pertinent information is provided upfront.
 

I truly believe that every aspect of the course was relevant to what we could expect from the Master’s program and what we would expect to see, know, and do in our professional endeavors. I feel that as a student, the course has introduced vital concepts on leadership and research that will enhance our individual leadership styles. I expect that the courses that follow will build upon these skills and introduce additional skills that will ultimately develop our ability to lead effectively and develop others with compassion.

A500.8.3RB_ValenteMarco

- Good Presentation Design

   Creating a quality presentation begins with some analysis by the presenter. The first thing that needs to be identified is the purpose of the presentation (training, informative, decision brief). The purpose will set the direction for the next step which is target audience. If the presenter is conducting training on new office equipment, they may want to “liven” it up with attention getters as many of these topics can seem technical and dry. However, if the presenter is providing a status on their progress of an organizational endeavor, they would do well to keep the presentation “on point” and professional as this type of presentation will more than likely have Sr. representatives or stakeholder involve that are usually pressed for time. By establishing the purpose and target audience, the presenter now need to organize their thoughts or concepts they wish to present. In doing so, the presenter can ensure the flow of information is smooth and seamless. Once the presenter has a clear direction they need to go, they can begin to build a quality presentation using design to enhance their points.

   Designing a presentation should be centered on the presenter’s message or points; to give weight an issue or action towards a point. Designing a thoughtful presentation can assist the presenter engage with the audience, bring home the point, and reinforce confidence in a position. Good design can be a force-multiplier when used correctly. For example, presenters must be mindful of:

·       Consistency: When setting the tone with a particular format (font, background, color), it is important to remain constant throughout the presentation, unless it is the desire of the present to evoke a different feel or reaction.

·       Transitions: If it is important enough to conduct a presentation on a topic, it is important to ensure the message is received and processed in the way the presenter needs it to be. This is done by transitioning and linking key concepts together for the audience so that confusion doesn’t settle in. If a presenter can walk an audience through their points with minimal obstacle, the more likely they will be more effective in reaching their objectives.

·       Keep it simple: Good design presentations use programs to reinforce and enhance their message. The point of the presentation is the purpose and objectives that has created the need for a presentation. Thus, when the design of the presentation becomes overly animated or “to busy,” it is more likely that the message could be distorted or never received by the audience because they were being “entertained” rather than informed or trained.

Presentation design is an important tool for any presenter. It has the potential to make a dry topic good, a good topic better, and a better topic great. Designing a presentation to “bring home the point” also has the potential to make information memorable. Likewise, poor design could do the same. Thus, that is why it is important for the presenter to do the analysis and invest the time and effort to provide a quality presentation.

A500.7.3.RB_ValenteMarco

Quantitative Research Reflection

Quantitative research is generally defined as research based on traditional scientific methods, which generates numerical data and usually seeks to establish causal relationships between two or more variables, using statistical methods to test the strength and significance of the relationships (encyclopedia.com). Ultimately, quantitative research is used to determine a relationship between one thing and another (independent/dependent variables) in a given group or population. Furthermore, quantitative research roots from the scientific method where the researcher(s) uses deductive reasoning and forms a hypothesis, collects data and processes the data to develop a conclusion.

Its main characteristics are:

• The data is usually gathered using structured research instruments.
• The results are based on larger sample sizes that are representative of the population.
• The research study can usually be replicated or repeated, given its high reliability.
• Researcher has a clearly defined research question to which objective answers are sought.
• All aspects of the study are carefully designed before data is collected.
• Data are in the form of numbers and statistics, often arranged in tables, charts, figures, or other non-textual forms.
• Project can be used to generalize concepts more widely, predict future results, or investigate causal relationships.
• Researcher uses tools, such as questionnaires or computer software, to collect numerical data.

Babbie, Earl R. (2010).

Quantitative research is a valuable tool for objective and statistical results and when presented in charts or tables, it can paint a vital picture to confirm a hypothesis or show a need for action. For example, a company can use consumer trends and behaviors to adjust or direct their marketing strategy towards a particular group of consumers. Moreover, the same company can use quantitative research to identify high costs in an effort to become more efficient.

Having been in the criminal justice field for over a decade and a student of social science, I prefer the qualitative research method as studying human behavior is more in-line with my interests. Nevertheless, both quantitative and qualitative research provide necessary information as needed by the researcher(s) in a given situation.  

Reference

"Quantitative research." A Dictionary of Nursing. 2008. Retrieved December 03, 2015 from Encyclopedia.com: http://www.encyclopedia.com/doc/1O62-quantitativeresearch.html

Babbie, Earl R. The Practice of Social Research. 12th ed. Belmont, CA: Wadsworth Cengage, 2010. Retrieved December 03, 2015 from http://libguides.usc.edu/writingguide/quantitative