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NVCC: Kelsey Campus ADJ 215 Private Security Law

Harley Gibson
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Needs Assessment
1. NVCC: Kelsey Campus Administration of Justice degrees do not currently offer any classes referring to the differences between public and private security laws. Currently there are no courses available regarding this issue. NVCC: Kelsey Campus should make a course available on Private Security Laws. All which is required to finalize development of this course is hiring an educator qualified to teach this class.

2. 3.



It is recommended that NVCC: Kelsey Campus hire an educator to expand this degree fields capabilities.
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Instructional Goal
Upon completion of this course students will be able to successfully know the difference between private, and public security laws.

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Performance-Based Objectives
The students will pass a final evaluation and the student will be required to achieve a grade above a 65% Students will successfully complete weekly assignments with real world situations at an acceptable passing level above 85%.

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Summative Assessment and Learning Outcomes

Subject Comprehension: How well does the student show they comprehend the subject matter which was taught. Did the student perform well on team assignments? Did the student achieve satisfactory grades on individual assignments? Was course discussion from this student accurate to the course readings or productive?
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Learner Characteristics
The learner characteristics include information about your target audience such as: A Private Security Law class with 15 men and 6 women with age ranges from 18-45. Each student has completed basic course prerequisites and school orientation. Nearly all of the described students learn best utilizing kinesthetic learning techniques. The classroom is a web forum based concept which allows time stamped communication which keeps the conversations organized and easily navigated. Based on these statistics the instructional plan must remain fluent to all adult ages and include some extra assignments or activities that are more hands on.
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Learning Context
This section includes the following: This course is a classroom course which may require students to seek out information from existing businesses and private security firms to complete assignments. In a classroom assignments and syllabi will be distributed manually and all resources can be found in the campus library and book stores as well as various web resources from independent sources. The learning context will force students to attend classes and recover all required resources to complete the course. Some web resources will be outlined in the syllabus to aid students in their research.

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Delivery Modality
The best method of delivering the information this course has to offer is through an instructor led course with an option of taking the same course online. The online course would require additional essays and written participation, however the remainder of the curriculum would remain the same. Assignments would be displayed on a syllabus distributed to all students via online classroom or physically in the classroom. Teaching opportunities are done through both the classroom and the web forum depending on which option the student were to take.
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Instructional Strategies
The class will be following text book Private Security And The Law 3rd Ed. by Charles Nemeth. The use of group discussion based on course reading will be the primary strategy for initial learning. According to the social learning theory (Bandura, A. 2006) people learn best from each other. This will be a primary strategy for the instructional design of this course along with required readings of course materials. This course will be utilizing the following instructional strategies: Cooperative Learning Responses to Literature Allowing Choices

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Plan for Implementation

This will be a 9 week course. Each week will consist of 3 classroom sessions of 1 hour each. There will be a minimum of one assignment a week with smaller additional team assignments due 3 of the 9 weeks. The facilitator will be the only faculty involved in teaching the course. The students will be required to analyze various provided court case files to determine the legality of the private security options as well as reading the required course text. I will implement this plan on campus in a classroom during the designated school year. I will be involving the approving board to assist in any funding that will be required to implement this plan. This class with be a quarterly class during the school year and will be offered four times a year.

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Instructional Resources

I will require the following materials: Computer and desk. Instructor copy of the text. Copy of court case studies. A whiteboard and accessories. Access to a printer and copier. Students will be responsible for their own computers and printing or utilize the campus offered computer and printing services.
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Formative Assessment
Observation: One can observe the class and view opportunities for improvement. Discussion: Students and faculty can discuss the course and different ways it can create a better learning environment. Constructive Quizzes: Periodic quizzes can be used during an assessment to judge learned course knowledge. Peer/Self Evaluations: Faculty and Students can do self analysis of their course experience and knowledge learned. This gives everyone the chance to be honest with themselves which in turn will give detailed information about the learning process of the course.
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Evaluation Strategies
This course will be evaluated through a series of student surveys and personal instructor evaluations as well as analyzing test and assignment results. Student surveys are expected to give little results for change as many do not take them seriously. Personal instructor evaluations will be held to give constructive criticism on the course design and implementation for improvement. Assignment and test results will show an accurate account of how well the students are receiving the materials being taught.

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Outcome Review

For this course we will be utilizing rubrics to judge the quality of PBOs and learning outcomes achieved.
These rubrics will follow various guidelines such as relevance to course structure and design, grades achieved by students, course design structure, and performance based objective goals effectiveness and accuracy.

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I recommend that the course be made more flexible and given better opportunities for discussion. Online discussion must be proven to be substantial and required from all students to legitimize the online format.

Students assignments will need to require cited sources and in text citations to prove they have been reading and reviewing the material they are writing about. These steps will keep the online format legitimate and accurate.

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Nemeth, C. (2005). Private Security and the Law (3rd ed.). Burlington, MA: Elsevier Butterworth Heinemann. ztrk, . (2012). Teacher's Role and Autonomy in Instructional Planning: The Case of Secondary School History Teachers with regard to the Preparation and Implementation of Annual Instructional Plans. Educational Sciences: Theory & Practice, 12(1), 295-299. Lee, Y., & Takahashi, A. (2011). Lesson Plans and the Contingency of Classroom Interactions. Human Studies, 34(2), 209-227. doi:10.1007/s10746-011-9181-1 Balan, R., Manko, T., & Phillips, K. (2011). Instructional Improvement through Professional Development. Transformative Dialogues: Teaching & Learning Journal, 5(2), 1-18. Amadalo, M., Wasike, D., & Wambua, J. (2011). EFFECTIVENESS OF TEACHING PREPARATIONS ON MATHEMATICS ACHIEVEMENT: THE CASE OF KENYA. Problems Of Education In The 21St Century, 317-17. Aytekin, I., AbdulAziz, A., Barakat, H., & Abdurrahman, A. (2012). EFFECTIVENESS OF INSTRUCTIONAL DESIGN MODEL (ISMAN - 2011) IN DEVELOPING THE PLANNING TEACHING SKILLS OF TEACHERS COLLEGE STUDENTS' AT KING SAUD UNIVERSITY. Turkish Online Journal Of Educational Technology, 11(1), 71-78. Gold Medal Award for Life Achievement in the Science of Psychology: Albert Bandura. (2006). American Psychologist, 61(5), 405-407. doi:10.1037/0003-066X.61.5.405 Instructional Plan Template | Slide 16