1 IND 299 Final Project Guidelines and Rubric Ove

1

IND 299 Final Project Guidelines and Rubric


Overview
In this course, you will explore the value of the Bachelor of Arts in General Studies (BA.GST) degree and how the vast knowledge gained in this diverse
educational program gives you an innovative edge professionally, personally, and for civic engagement. As you prepare for your future beyond this degree, it is
crucial that you be able to articulate, in a professional manner, how your experience has prepared you for the opportunities you seek. To help you practice the
skill of formally defending your experiences, skills, and goals, you will create an academic plan of study for the final project in this course. In this document, you
will have the opportunity to illustrate your personally designed strategic plan for achieving your goals and earning a BA.GST degree.


Your academic plan of study will begin with SMART goal planning strategies. You will highlight the diversity of knowledge and skills you plan to attain through the
domains of study that supplement the achievement of the goal statement. The next step is defending your concentration, which is a focused area of study and
knowledge that supports your completion of the goal statement. You will then compile a comprehensive list of the completed and planned coursework required
to earn your degree by the anticipated graduation date. Finally, you will present an extended rationale for your goal and the steps you have outlined to reach that
goal. Your perceived professionalism as you present your academic plan is just as important as the content of what you say. Be sure that you cleanly and
professionally format your plan and check your document for any spelling and grammar errors.


The project is divided into three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Two, Three, and Five. The final product will be submitted in Module Seven.

In this assignment, you will demonstrate your mastery of the following course outcomes:


 Illustrate the applicability of academic learning by explaining its connections and value to personal and professional planning

 Utilize relevant research in explaining how strengths and weaknesses can be leveraged to achieve personal and professional goals

 Employ fundamental writing skills in articulating plans of study appropriate for academic and professional audiences

 Apply fundamental goal principles and strategic planning techniques in supporting feasible plans of academic study


Prompt
Create an academic plan of study that will explain and support your intention to earn a Bachelor of Arts in General Studies degree. Begin by forming an
achievable goal statement. Then, discuss your prior and planned academic learning and how you can use it to direct your academic and professional planning.
Finally, build a case for your plan of stud ...

1. 1

IND 299 Final Project Guidelines and Rubric


Overview
In this course, you will explore the value of the Bachelor of
Arts in General Studies (BA.GST) degree and how the vast
knowledge gained in this diverse
educational program gives you an innovative edge
professionally, personally, and for civic engagement. As you
prepare for your future beyond this degree, it is
crucial that you be able to articulate, in a professional manner,
how your experience has prepared you for the opportunities you
seek. To help you practice the
skill of formally defending your experiences, skills, and goals,
you will create an academic plan of study for the final project in
this course. In this document, you
will have the opportunity to illustrate your personally designed
strategic plan for achieving your goals and earning a BA.GST
degree.


Your academic plan of study will begin with SMART goal
planning strategies. You will highlight the diversity of
knowledge and skills you plan to attain through the
domains of study that supplement the achievement of the goal
statement. The next step is defending your concentration, which
is a focused area of study and
knowledge that supports your completion of the goal statement.
You will then compile a comprehensive list of the completed

2. and planned coursework required
to earn your degree by the anticipated graduation date. Finally,
you will present an extended rationale for your goal and the
steps you have outlined to reach that
goal. Your perceived professionalism as you present your
academic plan is just as important as the content of what you
say. Be sure that you cleanly and
professionally format your plan and check your document for
any spelling and grammar errors.


The project is divided into three milestones, which will be
submitted at various points throughout the course to scaffold
learning and ensure quality final
submissions. These milestones will be submitted in Modules
Two, Three, and Five. The final product will be submitted in
Module Seven.

In this assignment, you will demonstrate your mastery of the
following course outcomes:


its connections and value to personal and professional planning

ilize relevant research in explaining how strengths and
weaknesses can be leveraged to achieve personal and
professional goals

study appropriate for academic and professional audiences

ly fundamental goal principles and strategic planning
techniques in supporting feasible plans of academic study

3. Prompt
Create an academic plan of study that will explain and support
your intention to earn a Bachelor of Arts in General Studies
degree. Begin by forming an
achievable goal statement. Then, discuss your prior and planned
academic learning and how you can use it to direct your
academic and professional planning.
Finally, build a case for your plan of study by articulating its
value to you moving forward. Remember that this is a formal,
professional document that must be
formatted and presented in a manner appropriate for academic
and professional audiences.


Specifically, the following critical elements must be addressed:




2


I. Goal Statement: In this section, you will introduce the career
and/or personal goals related to achieving your BA.GST degree.
You will do this in a
brief goal statement (one to two paragraphs). You will then
develop a SMART goal related to your academic plan of study.
Remember that your
introduction needs to establish the basis of your decisions for
your audience.

a) Concisely introduce your academic plan of study with a goal
statement that details your career and/or personal goals in a
manner
appropriate for academic and professional audiences.

4. b) Develop a SMART goal related to your academic plan of
study.


II. Domains of Study: In this section, you will connect your
academic learning to specific domains of study to determine the
value of this knowledge and
how it can be applied to your goal statement. Domains of study
refer to categories that compartmentalize different areas where
you have gained or
intend to gain knowledge, skills, and abilities. These domains
could be as broad as “critical thinking” or “technical writing,”
or they could be as
specific as “the history of Massachusetts as a colony.”

a) Identify three domains that define any prior or planned
academic learning, and name three courses that support each
domain.
b) Explain how any prior or planned academic learning relates
to personal strengths and weaknesses. Be sure to refer to the
specific domains

you are developing. Support your response using research.
c) Explain how any prior or planned academic learning connects
to your goal statement and academic plan of study. Be sure to
address why

this knowledge is valuable to your goals and how will it help
you plan your future.


III. Concentration: To complete this section, you will need to
choose a concentration in the general studies program using the
provided list and then
research what knowledge, skills, and abilities you will need to
complete this concentration.

5. a) Defend the concentration you have chosen based on how it
will help you achieve your personal or professional goals. Be
sure to reference
the knowledge you plan to gain in the concentration.

b) Back up your assertions with research that supports your
concentration choice.
IV. Coursework: In this section, you will think about your
domains of study and your concentration in relation to your
goal, and you will plan out the

coursework for your entire degree program. This should be a
specific and detailed outline of the number of credits needed,
the courses needed at
each level (200-level, 300-level, etc.), the courses you have
already completed, and so on.

a) Provide an organized list of your degree requirements and
your completed and planned coursework. Be sure to categorize
courses by
domains of study and your concentration where appropriate.

b) Provide a brief annotation (one to two sentences) of each
listed course, illustrating why the course is applicable to your
personal or
professional goals.


Note: All students are expected to review the academic catalog
for prerequisite courses that are required as part of their
program. All courses and
their prerequisites must be program applicable for financial aid
purposes.

6. https://www.snhu.edu/admission/academic-catalogs/coce-
catalog#/programs/4ymsQEIte?bc=true&bcCurrent=General%20
Studies%20(BA)&bcGroup=General%20Education&bcItemType
=programs



3

V. Academic Rationale: In this section, you will articulate the
value of the BA.GST degree using research and specific
examples to illustrate the benefits
of completing this degree plan.

a) Discuss the larger relevance of the general studies degree to
achieving your goals. Be sure to address the benefits of your
general studies
degree and the value of a diverse education to achieving your
future goals.

b) Incorporate research (e.g., course resources, scholarly
articles, networking sites, webinar opportunities) that will
support you in achieving
your goals.



Milestones
Milestone 1: SMART Goal
In Module Two, you will introduce the career goals and
personal goals that are related to achieving your BA.GST
degree. This milestone will be graded with the
Milestone One Rubric.

Milestone 2: Domains of Study

7. In Module Three, you will connect your academic learning to
specific domains of study to determine the value of this
knowledge and how it can be applied to
your goal statement. This milestone will be graded with the
Milestone Two Rubric.

Milestone 3: Coursework and Concentration
In Module Five, you will select the concentration for your
academic plan of study, as well as plan out the remaining
coursework for your degree program. This
milestone will be graded with the Milestone Three Rubric.

ACTION: If you have not already done so, be sure to declare
your concentration by completing the Undergraduate Program
Modification form.

Final Submission: Academic Plan of Study
In Module Seven, you will submit your final project. It should
be a complete, polished artifact containing all of the critical
elements of the final product. It should
reflect the incorporation of feedback gained throughout the
course. This submission will be graded with the Final Project
Rubric.


Deliverables
Milestone Deliverable Module Due Grading

One SMART Goal Two Graded separately; Milestone One
Rubric

Two Domains of Study Three Graded separately; Milestone Two
Rubric

Three Coursework and Concentration Five Graded separately;
Milestone Three Rubric

8. 4

Final Submission: Academic Plan of Study Seven Graded
separately; Final Project Rubric


Final Project Rubric
Guidelines for Submission: Your academic plan of study must
be 6–8 pages in length (plus a cover page and references) and
written in APA format. Use double
spacing, 12-point Times New Roman font, and one-inch
margins. Include at least three references cited in APA format.


Critical Elements Exemplary (100%) Proficient (85%) Needs
Improvement (55%) Not Evident (0%) Value

Goal Statement: Goal
Statement

Meets “Proficient” criteria and
demonstrates sophisticated
ability to detail career and/or
personal goals in a manner
appropriate for academic and
professional audiences

Concisely introduces the
academic plan of study with a
goal statement that details
career and/or personal goals
written in a manner appropriate

9. for academic and professional
audiences

Introduces the academic plan of
study with a goal statement that
details career and/or personal
goals, but introduction is not
concise, is illogical, or is not
written in a manner appropriate
for academic and professional
audiences

Does not introduce the academic
plan of study with a goal statement
that details career and/or personal
goals

8.34

Goal Statement: SMART
Goal

Meets “Proficient” criteria and
demonstrates an advanced
ability to utilize goal principles in
supporting feasible plans of
academic study

Develops a SMART goal related
to the academic plan of study

Develops a SMART goal related to
the academic plan of study, but
goal is illogical or irrelevant

Does not develop a SMART goal

10. related to the academic plan of
study

8.33

Domains of Study:
Identify Three Domains

Meets “Proficient” criteria and
makes cogent connections
between domains of learning
and associated courses

Identifies three domains that
define any prior or planned
academic learning, and names
three courses that support each
domain.

Identifies three domains that
define any prior or planned
academic learning, and three
courses that support each
domain, but courses do not
logically support the domains, or
identifies less than three courses
and/or domains.

Does not identify domains that
define any prior or planned
academic learning, or three courses
that support each domain

6.25

11. 5

Domains of Study:
Strengths and
Weaknesses

Meets “Proficient” criteria and
makes cogent connections
between prior or planned
academic learning and personal
strengths and weaknesses

Explains how any prior or
planned academic learning
relates to personal strengths
and weaknesses, and refers
to specific domains being
developed

Explains how any prior or
planned academic learning
relates to personal strengths
and weaknesses, but does not
refer to a specific domain, or
response is cursory or illogical

Does not explain how prior or
planned learning relates to
personal strengths and
weaknesses

8.33

Domains of Study: Prior

12. or Planned Academic

Learning

Meets “Proficient” criteria and
demonstrates sophisticated
understanding of how any prior
or planned academic learning
connects to the goal statement
and academic plan of study

Explains how any prior or
planned academic learning
connects to the goal statement
and academic plan of study,
including why this knowledge is
valuable to goals and how it will
help plan the future

Explains how any prior or planed
learning connects to the goal
statement, but not the academic
plan of study, or does not address
why this knowledge is valuable to
personal goals, or explanation is
cursory or illogical.

Does not explain how any prior or
planned learning connects to the
goal statement and academic plan
of study, and does not address why
this knowledge would be valuable
to personal goals.

6.25

13. Concentration: Defend Meets “Proficient” criteria, and
level of support provided
demonstrates thorough
understanding of how the
chosen concentration will help
achieve personal or professional
goals

Defends the chosen
concentration based on how it
will help achieve personal or
professional goals, supporting
the defense by referencing the
knowledge to be gained in the
concentration

Defends the chosen concentration
based on how it will help achieve
personal or professional goals, but
defense is cursory or not
supported by referencing the
knowledge to be gained in the
concentration

Does not defend the chosen
concentration based on how it will
help achieve personal or
professional goals

8.33

Concentration:
Research

Meets “Proficient” criteria, and
support provided demonstrates

14. thorough understanding of
knowledge and skills needed in
chosen concentration

Backs up assertions with
research that supports
concentration choice

Backs up assertions with research
that supports concentration
choice, but research is cursory or
does not adequately support need
to acquire particular knowledge

Does not back up assertions with
research that supports
concentration choice

8.33

Coursework: Degree
Requirements

Meets “Proficient” criteria, and
level of detail provided
demonstrates thorough
understanding of all degree
requirements

Provides an organized list of
degree requirements and
completed and planned
coursework

Provides a list of degree
requirements and completed and

15. planned coursework, but list is
incomplete or unorganized or
contains inaccuracies

Does not provide a list of degree
requirements or completed and
planned coursework

8.33

Coursework:
Annotation

Meets “Proficient” criteria and
demonstrates sophisticated
understanding of why each
course is applicable to personal
or professional goals

Provides a brief annotation for
each course listed that illustrates
why the course is applicable to
personal or professional goals

Provides a brief annotation for
each course listed that illustrates
why the course is applicable to
personal or professional goals, but
annotations are illogical

Does not provide a brief annotation
of each course listed that illustrates
why the course is applicable to
personal or professional goals

6.25

16. 6

Academic Rationale:
Relevance of the

Degree

Meets “Proficient” criteria and
makes cogent connections
between the relevance of the
degree in achieving goals, the
benefits of the degree, and the
value of diverse education in
achieving future goals

Discusses the larger relevance of
the degree in achieving goals,
including the benefits of the
degree and the value of diverse
education in achieving future
goals

Discusses the larger relevance of
the degree in achieving goals,
including the benefits of the
degree and the value of diverse
education in achieving future
goals, but discussion is cursory or
illogical

Does not discuss the larger
relevance of the degree in achieving

17. goals

6.25

Academic Rationale:
Research

Meets “Proficient” criteria, and
research provided illustrates a
sophisticated awareness of
research that will support
achievement of goals

Incorporates relevant research
that will support achievement of
goals

Incorporates research, but it is
cursory or not entirely relevant to
goals

Does not incorporate research that
will support achievement of goals

8.33

Articulation and
Presentation: Citations,
Grammar, Spelling, or

Syntax

Has no major or minor errors
related to citations, grammar,
spelling, and/or syntax that
affect the clarity of the

18. submission

Has several minor errors and no
major errors related to citations,
grammar, spelling, and syntax that
affect the clarity of the
submission

Has major errors related to
citations, grammar, spelling, and
syntax that significantly affect the
clarity of the submission

8.34

Articulation and
Presentation: Organized

Meets “Proficient” criteria and
demonstrates masterful use of
fundamental writing and
organization skills

Is organized in a professional
and easy-to-read format

Is partly organized in a
professional and easy-to-read
format, but some sections are
unclear or illogical

Is not organized in a professional
and easy-to-read format

8.34

19. Total 100%






2/28/2020 Career Paths | Advocate (INFJ) Personality |
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06Career Paths“It’s better to fail while striving for something
wonderful, challenging,
adventurous, and uncertain, than to say, ’I don’t want to try
because I may

not succeed completely.’”

JIMMY CARTER

Advocate
Personality

(WHAT’S THE DIFFERENCE?)

INFJ-A / INFJ-T


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Advocates are likely to �nd that most corporate career paths are
not

designed for them, but for those focused on their status and
material

gain. However, people with this personality are able to �nd
work that

suits them in just about any �eld.

In fact, Advocates are likely to face the opposite problem. Many
struggle

to begin a career early on because they see ten wildly di�erent
paths

forward, each with its own set of rewards. This can be appealing
but also

heartbreaking, because picking just one means letting go of so
much else.

Truth, Beauty, Purpose

Advocate personalities need to �nd meaning in their work and
to know

that they are helping and connecting with people. An Advocate

21. working

as a Ferrari salesperson, for example, is highly unlikely.

Their desire to help and connect makes careers in healthcare –
especially

the more holistic varieties – very rewarding for Advocates.
Roles as

counselors, psychologists, doctors, life coaches, and spiritual
guides are

all attractive options.


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Advocates’ needs don’t end at meaning, though – any
productive work

can be meaningful, as any productive work helps someone,
somewhere.

Advocate personalities crave creativity, too. They strive to use
their

22. insight to connect events and situations, creating real change in
others’

lives.

Two Roads Diverged In a Yellow Wood

These needs are hard to meet in a corporate environment, where

Advocates will be forced to manage someone else’s policies
alongside

their own. For this reason, people with the Advocate personality
type are

more likely to �nd independence in a leadership position, or by
simply

creating their own business.

If they choose to go the independent route, they will focus on
applying

their personal touch, creativity, and altruism to everything they
do. This

can be the most rewarding option for Advocate personalities.
When they

step out of the overly humble supporting and noncompetitive
roles they

are often drawn to, they can move into positions where they can
grow

and make a di�erence.

23. Advocates often pursue expressive careers such as writing,
e�ective

communicators that they are, and author many popular blogs,
stories,

For Advocates, money and Employee of the Month simply won’t
cut

it compared to living their values and principles.


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Parenthood



Workplace Habits



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24. and screenplays. Music, photography, design, and art are viable
options

too, and they all can focus on deeper themes of personal growth,

morality, and spirituality.

Where Advocates struggle is in work that doesn’t take personal
needs

into consideration, is overly repetitious, or promotes con�ict.
Jobs with

these traits will leave Advocate personality types frustrated and

unful�lled. They can also struggle under the criticism and
pressure that

comes with jobs in corporate politics or sales.

Advocate personalities are clever and can do well in any of
these �elds.

To be truly happy, however, they need to be able to work in a
way that

aligns with their values and allows them some independence.
They need

opportunities to learn and grow alongside the people they are
helping

and contribute to the well-being of humanity on a personal

25. level.


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r Comments (144)

206 Comments Sort by

Trey Sykes
This is an incredible breakdown I’m literally blown away it’s
like you’ve been follow me for

26. years studying just me! Y’all did an amazing job on this
breakdown!
Like · Reply · 4 · 4w

Intan Syafika
i always crave to read so much about philosophical and
inspiring thoughts. it’s like feeding my
soul. this’s just mind blowing facts about me! thank you
Like · Reply · 5w

Jonas Paulsen
so true i finally feel undersood
Like · Reply · 6w

Macy Allen
Right on...thanks
Like · Reply · 7w

Anne Wingate
Uh, yeah.
Like · Reply · 7w

Gabrielle Ann Sales
SO true. I was miserable in politics and retail/sales (I was in it
for 3 years and never felt fulfilled
- this was during college times). I'm now a writer and a blogger,
which is crazy how that is
mentioned in my personality type.
Like · Reply · 8w

Lyes Manaa
:)
Like · Reply · 12w

Ehizogie Oaikhena
Thank you.

27. Like · Reply · 16w

Iris Nunez
this is so true :o
Like · Reply · 1 · 21w

TommyMo Tupaea

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This has blown me away. I did not expect to see myself so
clesrly described. Amazing.
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07Workplace HabitsAdvocates have pretty tall demands when it
comes to a satisfying work
environment. Not only do those with this personality type need
to be able

to express their creativity and insight, they also need to know
that what

they are doing has meaning.

Advocate
Personality

(WHAT’S THE DIFFERENCE ?)

INFJ-A / INFJ-T


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31. 2/28/2020 Workplace Habits | Advocate (INFJ) Personality |
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People with this personality type need to know that their work
helps

people and promotes their own personal growth. Their work
must be in

line with their values, principles, and beliefs all the way.

Oftentimes, the best way for Advocate personalities to achieve
this is not

to have to answer to others’ rules at all. Instead, they should
strive to be

their own boss, neither above nor below anyone else, just
directly

interacting with the people and ideas that are important to them.

All that being said, Advocates are a clever and inspired group.
With a few

of the right conditions, almost any position can be made to work
for

them.

Advocate Subordinates

As subordinates, Advocates are likely to do poorly with strict

32. rules, formal

structures, and routine tasks. People with the Advocate
personality type

value cooperation and sensitivity. The more open-minded and
personal

their manager’s style is, and the more they feel their personal
input is


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2/28/2020 Workplace Habits | Advocate (INFJ) Personality |
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Advocates act on their convictions, so when they do something,
it’s

something that has meaning to them. If those actions come
under

criticism, especially the unwarranted kind, their morale is likely
to tank

spectacularly.

A manager’s values need to be in line with the Advocate’s for
both sides

33. to work well together. Though usually idealistic, if their work
environment

does not line up with their values, people with the Advocate
personality

type can become angry and bitter. But if it’s a balance they can
handle,

with a little encouragement every now and then, Advocates will
work hard

and thrive. People with this personality type are more than
capable of

handling tasks and workplace relationships.

Advocate Colleagues

As colleagues, Advocate personalities are likely to become
quite popular.

They are likely to be seen as positive, eloquent, and capable
friends.

Among their greatest strengths is the ability to identify others’
motives

and defuse con�icts and tension before anyone else even senses
a

disturbance.

Advocates are likely to place more importance on working
together over

34. e�ciency, encouraging hard work, and helping others when
needed.

While this is usually a strength, there is a risk that others will
take

advantage of Advocates’ desire to get things done. Coworkers
may do this

– on purpose or without realizing it – by shifting their tasks
onto their

more dedicated Advocate coworkers’ desks.


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2/28/2020 Workplace Habits | Advocate (INFJ) Personality |
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It should also be remembered that, at the end of the day,
Advocates are

still Introverts, and this kind of popularity isn’t always
welcome. They will

need to step back and act the lone wolf from time to time,
pursuing their

35. own goals in their own ways. An unhealthy version of this
tendency may

pop up if Advocates sense that their values are being
compromised by a

more ethically relaxed colleague.

�� �I �u�a�G�>�o�K���! �>�_�>�Q�K�l�m

As managers, Advocates often dislike using their power.
Individuals with

this personality type prefer to see those who work under them as
equals.

They do this by focusing on coordinating tasks and supervising
people,

leaving the facts and details to others. They work hard to
encourage

others, not to crack the whip.

That’s not to say that people with the Advocate personality type
have low

standards – far from it. The Advocates’ sense of equality means
that they

expect their subordinates to be as competent, motivated, and
reliable as

the Advocates themselves.

Advocate managers are sensitive, understanding, and fair, able

36. to

appreciate individual styles and to make accurate judgments
about

others’ motivations. However, if an employee’s actions or
attitude

undermines an Advocate manager’s ethics or values, they will
�nd little

comfort in these qualities.

People with this personality type have no tolerance for lapses in
reliability

or morality. But, so long as no such lapse occurs, Advocates
will work�+
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Conclusion �B

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2/28/2020 Workplace Habits | Advocate (INFJ) Personality |
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02Strengths & WeaknessesAdvocate Strengths

39. Advocate
Personality

(WHAT’S THE DIFFERENCE?)

INFJ-A / INFJ-T


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infj-a-vs-turbulent-advocate-infj-t
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2/28/2020 Strengths & Weaknesses | Advocate (INFJ)
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2/6

Creative – Combining a vivid imagination with a strong sense of

compassion, Advocates use their creativity to resolve not
technical

challenges, but human ones. People with the Advocate
personality

type enjoy �nding the perfect solution for someone they care

about. This strength makes them excellent counselors and

40. advisors.

Insightful – Seeing through dishonesty and disingenuous
motives,

Advocates step past manipulation and sales tactics and into a
more

honest discussion. Advocate personalities see how people and

events are connected. They are then able to use that insight to
get

to the heart of the matter.

Inspiring and Convincing – Speaking in human terms, not

technical, Advocates have a �uid, inspirational writing style
that

appeals to the inner idealist in their audience. Advocates can
even

be astonishingly good orators, speaking with warmth and
passion.

This is especially true if they are proud of what they are
speaking

for.


NEXT:
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41. 2/28/2020 Strengths & Weaknesses | Advocate (INFJ)
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3/6

Decisive – Advocates’ creativity, insight, and inspiration are
able to

have a real impact on the world. This is because they are able to

follow through on their ideas with conviction, willpower, and
the

planning necessary to see complex projects through to the end.

People with the Advocate personality type don’t just see the
way

things ought to be; they act on those insights.

Determined and Passionate – When Advocates come to believe

that something is important, they pursue that goal with a

conviction and energy that can catch others o�-guard.
Advocates

will rock the boat if they must. Not everyone likes to see this,
but

their passion for their chosen cause is an inseparable part of the

Advocate personality.

42. Altruistic – These strengths are used for good. Advocates will
not

engage in any actions or promote beliefs just to bene�t

themselves. They have strong beliefs and take the actions that
they

do because they are trying to advance an idea that they truly

believe will make the world a better place.

Advocate Weaknesses


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4/6

Sensitive – When someone challenges or criticizes Advocates’

principles or values, they are likely to receive an alarmingly
strong

response. People with the Advocate personality type are highly

vulnerable to criticism and con�ict. Questioning their motives

43. is the

quickest way to their bad side.

Extremely Private – Advocates tend to present themselves as the

culmination of an idea. This is partly because they believe in
this

idea, but also because Advocates are extremely private when it

comes to their personal lives. They use this image to keep

themselves from having to truly open up, even to close friends.

Trusting a new friend can be even more challenging for
Advocates.

Perfectionistic – Advocate personalities are all but de�ned by

their pursuit of ideals. While this is a wonderful quality in many

ways, an ideal situation is not always possible – in politics, in

business, in romance. Advocates, especially Turbulent ones, too

often drop or ignore healthy and productive situations and


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https://www.16personalities.com/infj-relationships-dating


2/28/2020 Strengths & Weaknesses | Advocate (INFJ)

44. Personality | 16Personalities

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Introduction



Romantic Relationships



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relationships, always believing there might be a better option
down

the road.

Always Need to Have a Cause – Advocate personalities get so

caught up in their pursuits that any of the cumbersome tasks
that

come between them and their ideal vision is deeply unwelcome.

Advocates like to know that they are taking concrete steps
toward

their goals. If routine tasks feel like they are getting in the way

45. – or

worse yet, there is no goal at all – they will feel restless and

disappointed.

Can Burn Out Easily – Their passion, impatience for routine

maintenance, idealism, and extreme privacy tend to leave

Advocates with few options for letting o� steam. People with
this

personality type are likely to exhaust themselves in short order
if

they don’t �nd a way to balance their ideals with the realities
of

day-to-day living.


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Running Head: IND-299 FINAL PROJECT 1

IND-229 FINAL PROJECT








IND-299 Final Project
Name (First Last)
Bachelor of General Studies with a Concentration in [insert

48. concentration]
Expected date of graduation: Month Day, Year
Southern New Hampshire University
Month 00, 2019










Table of Content
1. Introductions
………………………………………………………………….3
2. Domain of
Study………………………………………………………………3
3. General Studies
Concentration………………………………………………..4
4.
Coursework…………………………………………………………
………..4-6
5. Academic
Rational…………………………………………………………….6
6.
Conclusion……………………………………………………………
……….7
7. Reference
(APA)………………………….…………………………………..8

Your Title Goes Here
Introduce yourself as a professional and restate your
professional and/or personal goal statement. Make sure to
incorporate feedback throughout the course when finalizing

49. your statement. The statement needs to be supported with all
aspects of SMART goal planning that specifically relates to
your academic plan of study. Provide a short statement
(approximately three to four sentences or one complete
paragraph) that details the opportunities that await you once you
achieve your goal(s). The introduction should be concise and
written effectively for a professional audience. This sections
should be at least seven to ten sentences.
Domain of Study
Provide your three major domains of study that illustrates the
value of the knowledge, skills and abilities (KSAs) that you
have gained throughout your academic journey and how these
KSAs can be applied to your professional and/or personal goals.
Domains of study refer to categories that compartmentalize
different areas where you have gained or intend to gain KSAs.
These domains could be as broad as “critical thinking” or
“technical writing,” or they could be as
specific as “child psychology.” Each domain should be
supported with at least three courses in your academic plan that
highlight the development of the KSAs associated with the
specific domain of study. Explain how any prior or planned
academic learning relates to your strengths and weaknesses. Be
sure to refer to the specific domains you are developing.
Support your response using research. Explain how any prior or
planned academic learning connects to your goal statement and
academic plan of study. Be sure to address why this knowledge
is valuable to your goals and how will it help you plan your
future. This will be the largest section of your paper with a
paragraph for each domain of study. This sections should
consist of three to four paragraphs at least four to five
sentences.
General Studies Concentration
Identify and defend your chosen concentration in the General
Studies program and provide a short description of how the
concentration will help you achieve your professional and/or
personal goals. Based off of your research (citations are

50. required) share your discovery of the KSAs that align the
chosen concentration. This sections should be at least four to
five sentences.
Coursework
Provide a list of all coursework completed to date (either in
previous institutions or at SNHU) and all coursework you plan
to take in future terms equally 120 credit hours. Align the
relevant courses to your domains of study or concentration, and
the planned term of enrollment. Every course does not have to
align with a domain of study and/or concentration. This section
may be presented in a table. Then add a brief annotation, one to
two sentence statement, that summarizes why the courses listed
in your academic plan of study are applicable to your personal
or professional goal statement.
If you have more than 10 remaining courses and you do not
know the terms you will be completing your coursework in, then
provide a written statement following the chart that explains
your plan. For example: The 12 planned courses, 36 hours are
needed to complete the degree, listed in the chart have not been
scheduled beyond the next three terms. The plan is to complete
two courses, six credit hours, per term. By following this plan
18 credit hours will be completed each academic year, which
will meet the requirements for the anticipated graduation date of
May, 30, 2018. Remember that you have to have a plan to
change one.
Table 1
Coursework Listing of Complete and Anticipated Classes
Prior Coursework (Transfer and/or Completed SNHU Courses)
Course Number
Course Title
Credits
Term/Date Completed
Domain/Concentration?
IND-229
Self-Designed Degree Program Planning
3

51. 18EW1
N/A










Planned Coursework
Course Number
Course Title
Credits
Planned Term
Domain/Concentration?

53. Academic Rationale
Articulate the value of the BA.GS degree using research and
specific examples to illustrate the benefits of completing your
degree plan. Specifically, your rationale should accomplish the
following: Provide a detailed rationale of how your degree in
general studies meets your personal and professional goals.
Discuss the larger relevance of the general studies degree to
achieving your goals. Be sure to address the benefits of your
general studies degree and the value of a diverse education to
achieving your future goals. Incorporate research (e.g., course
resources, scholarly articles, networking sites, webinar
opportunities) that will support you in achieving your goals.
The rationale should be a full page in length.
Conclusion
In your conclusion, summarize your experiences in this course.
Highlight key traits that you will use to achieve your personal
and professional goals.
Your completed academic plan of study and academic rationale
should be a professionally written document suitable for an
academic audience. Your submission should be free of any
grammatical, spelling, and stylistic errors. The completed
proposal should include a cover page with your name, degree
concentration, and expected date of graduation; a table of
contents; and a references/works cited page using APA or MLA
citation format accurately. Before submitting this assignment
review the assignment guide and grading rubric to maximize
your points for this assignment. If you have any questions,
please contact your instructor.

54. References
SNHU. (2017). Academic course catalog. Southern New
Hampshire University Retrieved from
http://www.snhu.edu/admission/academic-catalogs
















IND-299 Final Project
Bachelor of General Studies with a Concentration in
International business
Expected date of graduation: May 2020
Southern New Hampshire University

55. Table of Content
1. Introductions
………………………………………………………………….
2. Domain of
Study………………………………………………………………
3. General Studies
Concentration……………………………………………….
4.
Coursework…………………………………………………………
………..
5. Academic
Rational…………………………………………………………….
6.
Conclusion……………………………………………………………
……….
7. Reference
(APA)………………………….…………………………………..

















As long as I can remember, I’ve always dreamed to work in the

56. health field. At seventeen years old, I thought that I would
either be a physician or a pharmacist. Little did I know that this
dream would change after life experiences. When I started
college, I was a chemistry major. I really enjoyed the first two
years, however I slowly realized that maybe this major wasn’t
it. I then switch to biology. The first semester was great then
suddenly life started giving me lemons. With financial, family
and other personal issues, I started having very poor grades. On
my senior year, I decided to take a break from school and move
back to Haiti to recalibrate myself. Meanwhile, with all my
credits from school, I was able to find a position as a Sensory
Coordinator in the Coca-Cola bottling plant located in Haiti. In
this position I had to manage the microbiology and sensory lab.
I enjoyed what I was doing but I was still determined to work in
the health field. I decided that I would go back to school. I
started taking classes at SNHU to have a degree in Health
Information. I wasn’t satisfied with my choice and felt
something was missing. As I was taking classes at SNHU, I was
taking other courses for my job to obtain certificates. I was
striving in those courses but not the ones from SNHU. I slowly
realized that my love for health have changed to manufacturing.
Although for the last six years working in the manufacturing
field, I’ve gained my way up from being a sensory coordinator
to a management system manager then now to a production
manager, I find it important to obtain my bachelor’s. First
reason is for me; I will feel accomplished. Second reason is for
my husband and my almost six-month-old baby boy. Finally, the
third reason is because I am moving back in the United Stated. I
would like to improve my skills and be able to find a good
position at a company. Obtaining a BA.GS with a concentration
in International Business will help me attain my goal quicker.
With a concentration in international business I will have a
basic knowledge in business which will help me earn my
certificate in Operations and Supply Chain management with
ease.
At thirty-two years old, I never imagined that I would still not

57. have a bachelor’s degree. In order to reach to my goal, there are
strengths and weakness that I will leverage. One strength that I
will leverage is passion and determination. I am very close to
the finish line now that I have two classes left to obtain my
BA.GS. I will use all the necessary resources either inside or
outside of SNHU to help me succeed. My sensitivity has caused
many negatives impact into my life. It affected my ability to
take the right decisions for me. I tend to question my motives
and don’t like criticism. I will learn to take criticism positively.
This will be me grow and see things in another perspective I
will also work on believing in myself and following in instincts.
With two classes left I will be completing my BA.GS degree
after term 5 which will end in June. I will start right away with
the courses for the operations and supply chain management
certificate which I will complete in June 2021.After completing
this program, I will, right away, start looking for a position in
the US.
With the completion of the operations and supply chain
management certificate, I will have more opportunities to obtain
management positions like Supply chain analyst, Logistics
manager, consultant, and more. In order to organize my
amenities into specialized skills, there are three domains that
will help me.
With the completion of the operations and supply chain
management certificate, I will have more opportunities to obtain
management positions like Supply chain analyst, Logistics
manager, consultant, and more. In order to organize my
amenities into specialized skills, there are three domains that
will help me.
The first domain is business. With many countries in
competition with each other, it is important to have a basic
knowledge in internationally business, which is my choice of
concentration. Everything is globally evolving. The
International Business concentration is divided in two parts.
There are two business and two management courses. I have
previously taken the Introduction to International Business,

58. International Management and Principles of Management. This
classes have helped me gained more understanding in the
international financial environment.
The second domain is communication. In all the roles mentioned
before, communication is one of the most important domains.
For example, a Purchasing Manager needs to have very good
communication skill. The role of the Purchasing manager is to
buy products for a company to use or resell. The Purchasing
Manager as direct contact with the suppliers. Negotiate
contracts, evaluate suppliers and review product quality. In
order to better my communication skill, I have taken
Communication elective and college English composition
classes.
Given that I majored in Biology from another instruction, all my
credits were transferred to SNHU. When I started SNHU, I
majored in Health Information BA.GS. After changing to the
BA.GS, I had 18 credits left to obtain my degree. Twelve of
those credits are 4 courses from my chosen concentration which
is International Business. The remaining 6 credits are the
Strategies for Spec Planning course, and one integration cluster
course to be chosen from IDS-400 (401,402, 403, and 404). I
have decided to choose IDS-401 Global society. I have always
been interested in gaining more knowledge in facts and issues
that are going globally, I feel like this course will help me gain
that knowledge and also strengthen my critical thinking skills
which is needed for long term goal. This course will count
toward the four courses at the 300 or 400 level. The other 3
courses will be chosen from the courses that are at level 300
and up listed in the International Business concentration. So far,
I have already taken 3 out 4 courses from my concentration
which are: INT-113 Intro to Int’l Business, INT-309 Legal
Environment of int’l Bus, and OL-215 Principles of
Management.
As I mentioned early, I majored in Biology and Health
Information Management before deciding to change to BA.GS
which resulted to me never taking any business classes. When I

59. started with the Health Information Management degree, I felt
like something was missing. I needed to go back to the basic for
a refreshing training. Most of the skills that I gained in
management were throughout my path and experience in the
manufacturing industry. Wanting to gain knowledge in what is
going globally, it was not hard for me the choose International
Business as a concentration. The 3 courses that I have taken so
far, my abilities to plan, organize and prioritize have much
improved. Those skills are crucial to achieving of my long-term
goal to obtain a certificate in Supply Chain and Operations
management. I have outlined a list of my degree requirements.
In this table, you will see all the courses that I have completed
and that I planned on taking.


Course Number
Course Title
Credits
Term/Date Completed
Concentration or Domain
IND-299
Strategies for Spec Planning

3
20EW3 /IP
Domain
INT-315
International Management
3
20EW4/ PR
Concentration
IDS-401
Global Society
3
20EW5 /PR
Domain

60. INT-113
Intro to Int’l Business
3
19EW6
Concentration
INT-309
Legal environment of int’l bus
3
18EW5
Concentration
OL-215
Principle of management
3
CR
Concentration
ENG120
College Composition I
3
TE
Domain
ENG121
College Composition II
3
TE
Domain
MAT-240
Applied Statistics
3
TE

HUM100
FAS202 Introduction to Humanities II
3
TE

HUM200

61. LAN-ELE Language elective
3
TE

SCS100
ECO 201 Microeconomics
SOC-112 Intro to Sociology
3
3
TE
TE
Domain
SCS-200
IT-201-Computer Platform Tech
Bio-210 Intro to Anatomy and Phy
3
3
14EW2
15EW3

HIS 100 & HIS 200
HIS-200 Applied History
HIS-113 U.S. History 1
3
3
18EW5
TE
Domain
SNHU-107
HCM-200 Introduction to health IT
3
15EW5

IDS-100
Coding & Classification System
3

62. 15EW5

ELE
Free Electives
63
TE
Domain

After completing the IND-299 course, I will have two more
courses to obtain my degree.





1

IND 299 Final Project Guidelines and Rubric


Overview
In this course, you will explore the value of the Bachelor of
Arts in General Studies (BA.GST) degree and how the vast
knowledge gained in this diverse
educational program gives you an innovative edge
professionally, personally, and for civic engagement. As you
prepare for your future beyond this degree, it is
crucial that you be able to articulate, in a professional manner,
how your experience has prepared you for the opportunities you
seek. To help you practice the
skill of formally defending your experiences, skills, and goals,
you will create an academic plan of study for the final project in
this course. In this document, you
will have the opportunity to illustrate your personally designed
strategic plan for achieving your goals and earning a BA.GST
degree.

63. Your academic plan of study will begin with SMART goal
planning strategies. You will highlight the diversity of
knowledge and skills you plan to attain through the
domains of study that supplement the achievement of the goal
statement. The next step is defending your concentration, which
is a focused area of study and
knowledge that supports your completion of the goal statement.
You will then compile a comprehensive list of the completed
and planned coursework required
to earn your degree by the anticipated graduation date. Finally,
you will present an extended rationale for your goal and the
steps you have outlined to reach that
goal. Your perceived professionalism as you present your
academic plan is just as important as the content of what you
say. Be sure that you cleanly and
professionally format your plan and check your document for
any spelling and grammar errors.


The project is divided into three milestones, which will be
submitted at various points throughout the course to scaffold
learning and ensure quality final
submissions. These milestones will be submitted in Modules
Two, Three, and Five. The final product will be submitted in
Module Seven.

In this assignment, you will demonstrate your mastery of the
following course outcomes:


its connections and value to personal and professional planning

64. weaknesses can be leveraged to achieve personal and
professional goals

study appropriate for academic and professional audiences

techniques in supporting feasible plans of academic study


Prompt
Create an academic plan of study that will explain and support
your intention to earn a Bachelor of Arts in General Studies
degree. Begin by forming an
achievable goal statement. Then, discuss your prior and planned
academic learning and how you can use it to direct your
academic and professional planning.
Finally, build a case for your plan of study by articulating its
value to you moving forward. Remember that this is a formal,
professional document that must be
formatted and presented in a manner appropriate for academic
and professional audiences.


Specifically, the following critical elements must be addressed:




2


I. Goal Statement: In this section, you will introduce the career
and/or personal goals related to achieving your BA.GST degree.
You will do this in a
brief goal statement (one to two paragraphs). You will then

65. develop a SMART goal related to your academic plan of study.
Remember that your
introduction needs to establish the basis of your decisions for
your audience.

a) Concisely introduce your academic plan of study with a goal
statement that details your career and/or personal goals in a
manner
appropriate for academic and professional audiences.

b) Develop a SMART goal related to your academic plan of
study.


II. Domains of Study: In this section, you will connect your
academic learning to specific domains of study to determine the
value of this knowledge and
how it can be applied to your goal statement. Domains of study
refer to categories that compartmentalize different areas where
you have gained or
intend to gain knowledge, skills, and abilities. These domains
could be as broad as “critical thinking” or “technical writing,”
or they could be as
specific as “the history of Massachusetts as a colony.”

a) Identify three domains that define any prior or planned
academic learning, and name three courses that support each
domain.
b) Explain how any prior or planned academic learning relates
to personal strengths and weaknesses. Be sure to refer to the
specific domains

you are developing. Support your response using research.
c) Explain how any prior or planned academic learning connects
to your goal statement and academic plan of study. Be sure to
address why

66. this knowledge is valuable to your goals and how will it help
you plan your future.


III. Concentration: To complete this section, you will need to
choose a concentration in the general studies program using the
provided list and then
research what knowledge, skills, and abilities you will need to
complete this concentration.

a) Defend the concentration you have chosen based on how it
will help you achieve your personal or professional goals. Be
sure to reference
the knowledge you plan to gain in the concentration.

b) Back up your assertions with research that supports your
concentration choice.
IV. Coursework: In this section, you will think about your
domains of study and your concentration in relation to your
goal, and you will plan out the

coursework for your entire degree program. This should be a
specific and detailed outline of the number of credits needed,
the courses needed at
each level (200-level, 300-level, etc.), the courses you have
already completed, and so on.

a) Provide an organized list of your degree requirements and
your completed and planned coursework. Be sure to categorize
courses by
domains of study and your concentration where appropriate.

b) Provide a brief annotation (one to two sentences) of each
listed course, illustrating why the course is applicable to your
personal or

67. professional goals.


Note: All students are expected to review the academic catalog
for prerequisite courses that are required as part of their
program. All courses and
their prerequisites must be program applicable for financial aid
purposes.



https://www.snhu.edu/admission/academic-catalogs/coce-
catalog#/programs/4ymsQEIte?bc=true&bcCurrent=General%20
Studies%20(BA)&bcGroup=General%20Education&bcItemType
=programs



3

V. Academic Rationale: In this section, you will articulate the
value of the BA.GST degree using research and specific
examples to illustrate the benefits
of completing this degree plan.

a) Discuss the larger relevance of the general studies degree to
achieving your goals. Be sure to address the benefits of your
general studies
degree and the value of a diverse education to achieving your
future goals.

b) Incorporate research (e.g., course resources, scholarly
articles, networking sites, webinar opportunities) that will
support you in achieving
your goals.

68. Milestones
Milestone 1: SMART Goal
In Module Two, you will introduce the career goals and
personal goals that are related to achieving your BA.GST
degree. This milestone will be graded with the
Milestone One Rubric.

Milestone 2: Domains of Study
In Module Three, you will connect your academic learning to
specific domains of study to determine the value of this
knowledge and how it can be applied to
your goal statement. This milestone will be graded with the
Milestone Two Rubric.

Milestone 3: Coursework and Concentration
In Module Five, you will select the concentration for your
academic plan of study, as well as plan out the remaining
coursework for your degree program. This
milestone will be graded with the Milestone Three Rubric.

ACTION: If you have not already done so, be sure to declare
your concentration by completing the Undergraduate Program
Modification form.

Final Submission: Academic Plan of Study
In Module Seven, you will submit your final project. It should
be a complete, polished artifact containing all of the critical
elements of the final product. It should
reflect the incorporation of feedback gained throughout the
course. This submission will be graded with the Final Project
Rubric.


Deliverables

69. Milestone Deliverable Module Due Grading

One SMART Goal Two Graded separately; Milestone One
Rubric

Two Domains of Study Three Graded separately; Milestone Two
Rubric

Three Coursework and Concentration Five Graded separately;
Milestone Three Rubric




4

Final Submission: Academic Plan of Study Seven Graded
separately; Final Project Rubric


Final Project Rubric
Guidelines for Submission: Your academic plan of study must
be 6–8 pages in length (plus a cover page and references) and
written in APA format. Use double
spacing, 12-point Times New Roman font, and one-inch
margins. Include at least three references cited in APA format.


Critical Elements Exemplary (100%) Proficient (85%) Needs
Improvement (55%) Not Evident (0%) Value

Goal Statement: Goal
Statement

Meets “Proficient” criteria and
demonstrates sophisticated

70. ability to detail career and/or
personal goals in a manner
appropriate for academic and
professional audiences

Concisely introduces the
academic plan of study with a
goal statement that details
career and/or personal goals
written in a manner appropriate
for academic and professional
audiences

Introduces the academic plan of
study with a goal statement that
details career and/or personal
goals, but introduction is not
concise, is illogical, or is not
written in a manner appropriate
for academic and professional
audiences

Does not introduce the academic
plan of study with a goal statement
that details career and/or personal
goals

8.34

Goal Statement: SMART
Goal

Meets “Proficient” criteria and
demonstrates an advanced
ability to utilize goal principles in
supporting feasible plans of

71. academic study

Develops a SMART goal related
to the academic plan of study

Develops a SMART goal related to
the academic plan of study, but
goal is illogical or irrelevant

Does not develop a SMART goal
related to the academic plan of
study

8.33

Domains of Study:
Identify Three Domains

Meets “Proficient” criteria and
makes cogent connections
between domains of learning
and associated courses

Identifies three domains that
define any prior or planned
academic learning, and names
three courses that support each
domain.

Identifies three domains that
define any prior or planned
academic learning, and three
courses that support each
domain, but courses do not
logically support the domains, or
identifies less than three courses

72. and/or domains.

Does not identify domains that
define any prior or planned
academic learning, or three courses
that support each domain

6.25




5

Domains of Study:
Strengths and
Weaknesses

Meets “Proficient” criteria and
makes cogent connections
between prior or planned
academic learning and personal
strengths and weaknesses

Explains how any prior or
planned academic learning
relates to personal strengths
and weaknesses, and refers
to specific domains being
developed

Explains how any prior or
planned academic learning
relates to personal strengths
and weaknesses, but does not
refer to a specific domain, or

73. response is cursory or illogical

Does not explain how prior or
planned learning relates to
personal strengths and
weaknesses

8.33

Domains of Study: Prior
or Planned Academic

Learning

Meets “Proficient” criteria and
demonstrates sophisticated
understanding of how any prior
or planned academic learning
connects to the goal statement
and academic plan of study

Explains how any prior or
planned academic learning
connects to the goal statement
and academic plan of study,
including why this knowledge is
valuable to goals and how it will
help plan the future

Explains how any prior or planed
learning connects to the goal
statement, but not the academic
plan of study, or does not address
why this knowledge is valuable to
personal goals, or explanation is
cursory or illogical.

74. Does not explain how any prior or
planned learning connects to the
goal statement and academic plan
of study, and does not address why
this knowledge would be valuable
to personal goals.

6.25

Concentration: Defend Meets “Proficient” criteria, and
level of support provided
demonstrates thorough
understanding of how the
chosen concentration will help
achieve personal or professional
goals

Defends the chosen
concentration based on how it
will help achieve personal or
professional goals, supporting
the defense by referencing the
knowledge to be gained in the
concentration

Defends the chosen concentration
based on how it will help achieve
personal or professional goals, but
defense is cursory or not
supported by referencing the
knowledge to be gained in the
concentration

Does not defend the chosen
concentration based on how it will

75. help achieve personal or
professional goals

8.33

Concentration:
Research

Meets “Proficient” criteria, and
support provided demonstrates
thorough understanding of
knowledge and skills needed in
chosen concentration

Backs up assertions with
research that supports
concentration choice

Backs up assertions with research
that supports concentration
choice, but research is cursory or
does not adequately support need
to acquire particular knowledge

Does not back up assertions with
research that supports
concentration choice

8.33

Coursework: Degree
Requirements

Meets “Proficient” criteria, and
level of detail provided
demonstrates thorough

76. understanding of all degree
requirements

Provides an organized list of
degree requirements and
completed and planned
coursework

Provides a list of degree
requirements and completed and
planned coursework, but list is
incomplete or unorganized or
contains inaccuracies

Does not provide a list of degree
requirements or completed and
planned coursework

8.33

Coursework:
Annotation

Meets “Proficient” criteria and
demonstrates sophisticated
understanding of why each
course is applicable to personal
or professional goals

Provides a brief annotation for
each course listed that illustrates
why the course is applicable to
personal or professional goals

Provides a brief annotation for
each course listed that illustrates

77. why the course is applicable to
personal or professional goals, but
annotations are illogical

Does not provide a brief annotation
of each course listed that illustrates
why the course is applicable to
personal or professional goals

6.25




6

Academic Rationale:
Relevance of the

Degree

Meets “Proficient” criteria and
makes cogent connections
between the relevance of the
degree in achieving goals, the
benefits of the degree, and the
value of diverse education in
achieving future goals

Discusses the larger relevance of
the degree in achieving goals,
including the benefits of the
degree and the value of diverse
education in achieving future
goals

78. Discusses the larger relevance of
the degree in achieving goals,
including the benefits of the
degree and the value of diverse
education in achieving future
goals, but discussion is cursory or
illogical

Does not discuss the larger
relevance of the degree in achieving
goals

6.25

Academic Rationale:
Research

Meets “Proficient” criteria, and
research provided illustrates a
sophisticated awareness of
research that will support
achievement of goals

Incorporates relevant research
that will support achievement of
goals

Incorporates research, but it is
cursory or not entirely relevant to
goals

Does not incorporate research that
will support achievement of goals

8.33

79. Articulation and
Presentation: Citations,
Grammar, Spelling, or

Syntax

Has no major or minor errors
related to citations, grammar,
spelling, and/or syntax that
affect the clarity of the
submission

Has several minor errors and no
major errors related to citations,
grammar, spelling, and syntax that
affect the clarity of the
submission

Has major errors related to
citations, grammar, spelling, and
syntax that significantly affect the
clarity of the submission

8.34

Articulation and
Presentation: Organized

Meets “Proficient” criteria and
demonstrates masterful use of
fundamental writing and
organization skills

Is organized in a professional
and easy-to-read format

80. Is partly organized in a
professional and easy-to-read
format, but some sections are
unclear or illogical

Is not organized in a professional
and easy-to-read format

8.34

Total 100%






2/28/2020 Workplace Habits | Advocate (INFJ) Personality |
16Personalities

https://www.16personalities.com/infjs-at-work 1/5

07Workplace HabitsAdvocates have pretty tall demands when it
comes to a satisfying work
environment. Not only do those with this personality type need
to be able

to express their creativity and insight, they also need to know
that what

they are doing has meaning.

Advocate
Personality

(WHAT’S THE DIFFERENCE?)

81. INFJ-A / INFJ-T


NEXT:


https://www.16personalities.com/
https://www.16personalities.com/articles/assertive-advocate-
infj-a-vs-turbulent-advocate-infj-t
https://www.16personalities.com/infj-conclusion


2/28/2020 Workplace Habits | Advocate (INFJ) Personality |
16Personalities

https://www.16personalities.com/infjs-at-work 2/5

People with this personality type need to know that their work
helps

people and promotes their own personal growth. Their work
must be in

line with their values, principles, and beliefs all the way.

Oftentimes, the best way for Advocate personalities to achieve
this is not

to have to answer to others’ rules at all. Instead, they should
strive to be

their own boss, neither above nor below anyone else, just
directly

interacting with the people and ideas that are important to them.

82. All that being said, Advocates are a clever and inspired group.
With a few

of the right conditions, almost any position can be made to work
for

them.

Advocate Subordinates

As subordinates, Advocates are likely to do poorly with strict
rules, formal

structures, and routine tasks. People with the Advocate
personality type

value cooperation and sensitivity. The more open-minded and
personal

their manager’s style is, and the more they feel their personal
input is


NEXT:


https://www.16personalities.com/infj-conclusion


2/28/2020 Workplace Habits | Advocate (INFJ) Personality |
16Personalities

https://www.16personalities.com/infjs-at-work 3/5

Advocates act on their convictions, so when they do something,

83. it’s

something that has meaning to them. If those actions come
under

criticism, especially the unwarranted kind, their morale is likely
to tank

spectacularly.

A manager’s values need to be in line with the Advocate’s for
both sides

to work well together. Though usually idealistic, if their work
environment

does not line up with their values, people with the Advocate
personality

type can become angry and bitter. But if it’s a balance they can
handle,

with a little encouragement every now and then, Advocates will
work hard

and thrive. People with this personality type are more than
capable of

handling tasks and workplace relationships.

Advocate Colleagues

As colleagues, Advocate personalities are likely to become
quite popular.

They are likely to be seen as positive, eloquent, and capable

84. friends.

Among their greatest strengths is the ability to identify others’
motives

and defuse con�icts and tension before anyone else even senses
a

disturbance.

Advocates are likely to place more importance on working
together over

e�ciency, encouraging hard work, and helping others when
needed.

While this is usually a strength, there is a risk that others will
take

advantage of Advocates’ desire to get things done. Coworkers
may do this

– on purpose or without realizing it – by shifting their tasks
onto their

more dedicated Advocate coworkers’ desks.


NEXT:


https://www.16personalities.com/infj-conclusion


2/28/2020 Workplace Habits | Advocate (INFJ) Personality |
16Personalities

85. https://www.16personalities.com/infjs-at-work 4/5

It should also be remembered that, at the end of the day,
Advocates are

still Introverts, and this kind of popularity isn’t always
welcome. They will

need to step back and act the lone wolf from time to time,
pursuing their

own goals in their own ways. An unhealthy version of this
tendency may

pop up if Advocates sense that their values are being
compromised by a

more ethically relaxed colleague.

Advocate Managers

As managers, Advocates often dislike using their power.
Individuals with

this personality type prefer to see those who work under them as
equals.

They do this by focusing on coordinating tasks and supervising
people,

leaving the facts and details to others. They work hard to
encourage

others, not to crack the whip.

86. That’s not to say that people with the Advocate personality type
have low

standards – far from it. The Advocates’ sense of equality means
that they

expect their subordinates to be as competent, motivated, and
reliable as

the Advocates themselves.

Advocate managers are sensitive, understanding, and fair, able
to

appreciate individual styles and to make accurate judgments
about

others’ motivations. However, if an employee’s actions or
attitude

undermines an Advocate manager’s ethics or values, they will
�nd little

comfort in these qualities.

People with this personality type have no tolerance for lapses in
reliability

or morality. But, so long as no such lapse occurs, Advocates

NEXT:


https://www.16personalities.com/infj-conclusion

87. 2/28/2020 Workplace Habits | Advocate (INFJ) Personality |
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tirelessly to ensure that their subordinates feel valued and
happy.


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Running Head: IND-299 FINAL PROJECT 1

IND-229 FINAL PROJECT

89. IND-299 Final Project
Name (First Last)
Bachelor of General Studies with a Concentration in [insert
concentration]
Expected date of graduation: Month Day, Year
Southern New Hampshire University
Month 00, 2019










Table of Content
1. Introductions
………………………………………………………………….3
2. Domain of
Study………………………………………………………………3
3. General Studies
Concentration………………………………………………..4
4.
Coursework…………………………………………………………
………..4-6
5. Academic
Rational…………………………………………………………….6
6.
Conclusion……………………………………………………………
……….7

90. 7. Reference
(APA)………………………….…………………………………..8

Your Title Goes Here
Introduce yourself as a professional and restate your
professional and/or personal goal statement. Make sure to
incorporate feedback throughout the course when finalizing
your statement. The statement needs to be supported with all
aspects of SMART goal planning that specifically relates to
your academic plan of study. Provide a short statement
(approximately three to four sentences or one complete
paragraph) that details the opportunities that await you once you
achieve your goal(s). The introduction should be concise and
written effectively for a professional audience. This sections
should be at least seven to ten sentences.
Domain of Study
Provide your three major domains of study that illustrates the
value of the knowledge, skills and abilities (KSAs) that you
have gained throughout your academic journey and how these
KSAs can be applied to your professional and/or personal goals.
Domains of study refer to categories that compartmentalize
different areas where you have gained or intend to gain KSAs.
These domains could be as broad as “critical thinking” or
“technical writing,” or they could be as
specific as “child psychology.” Each domain should be
supported with at least three courses in your academic plan that
highlight the development of the KSAs associated with the
specific domain of study. Explain how any prior or planned
academic learning relates to your strengths and weaknesses. Be
sure to refer to the specific domains you are developing.
Support your response using research. Explain how any prior or
planned academic learning connects to your goal statement and
academic plan of study. Be sure to address why this knowledge
is valuable to your goals and how will it help you plan your
future. This will be the largest section of your paper with a
paragraph for each domain of study. This sections should

91. consist of three to four paragraphs at least four to five
sentences.
General Studies Concentration
Identify and defend your chosen concentration in the General
Studies program and provide a short description of how the
concentration will help you achieve your professional and/or
personal goals. Based off of your research (citations are
required) share your discovery of the KSAs that align the
chosen concentration. This sections should be at least four to
five sentences.
Coursework
Provide a list of all coursework completed to date (either in
previous institutions or at SNHU) and all coursework you plan
to take in future terms equally 120 credit hours. Align the
relevant courses to your domains of study or concentration, and
the planned term of enrollment. Every course does not have to
align with a domain of study and/or concentration. This section
may be presented in a table. Then add a brief annotation, one to
two sentence statement, that summarizes why the courses listed
in your academic plan of study are applicable to your personal
or professional goal statement.
If you have more than 10 remaining courses and you do not
know the terms you will be completing your coursework in, then
provide a written statement following the chart that explains
your plan. For example: The 12 planned courses, 36 hours are
needed to complete the degree, listed in the chart have not been
scheduled beyond the next three terms. The plan is to complete
two courses, six credit hours, per term. By following this plan
18 credit hours will be completed each academic year, which
will meet the requirements for the anticipated graduation date of
May, 30, 2018. Remember that you have to have a plan to
change one.
Table 1
Coursework Listing of Complete and Anticipated Classes
Prior Coursework (Transfer and/or Completed SNHU Courses)
Course Number

92. Course Title
Credits
Term/Date Completed
Domain/Concentration?
IND-229
Self-Designed Degree Program Planning
3
18EW1
N/A










Planned Coursework
Course Number
Course Title
Credits
Planned Term
Domain/Concentration?

94. Academic Rationale
Articulate the value of the BA.GS degree using research and
specific examples to illustrate the benefits of completing your
degree plan. Specifically, your rationale should accomplish the
following: Provide a detailed rationale of how your degree in
general studies meets your personal and professional goals.
Discuss the larger relevance of the general studies degree to
achieving your goals. Be sure to address the benefits of your
general studies degree and the value of a diverse education to
achieving your future goals. Incorporate research (e.g., course
resources, scholarly articles, networking sites, webinar
opportunities) that will support you in achieving your goals.
The rationale should be a full page in length.
Conclusion
In your conclusion, summarize your experiences in this course.
Highlight key traits that you will use to achieve your personal
and professional goals.
Your completed academic plan of study and academic rationale
should be a professionally written document suitable for an
academic audience. Your submission should be free of any
grammatical, spelling, and stylistic errors. The completed

95. proposal should include a cover page with your name, degree
concentration, and expected date of graduation; a table of
contents; and a references/works cited page using APA or MLA
citation format accurately. Before submitting this assignment
review the assignment guide and grading rubric to maximize
your points for this assignment. If you have any questions,
please contact your instructor.




References
SNHU. (2017). Academic course catalog. Southern New
Hampshire University Retrieved from
http://www.snhu.edu/admission/academic-catalogs





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02Strengths & WeaknessesAdvocate Strengths

Advocate
Personality

(WHAT’S THE DIFFERENCE?)

INFJ-A / INFJ-T

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Creative – Combining a vivid imagination with a strong sense of

compassion, Advocates use their creativity to resolve not
technical

challenges, but human ones. People with the Advocate
personality

type enjoy �nding the perfect solution for someone they care

about. This strength makes them excellent counselors and

advisors.

Insightful – Seeing through dishonesty and disingenuous
motives,

Advocates step past manipulation and sales tactics and into a
more

honest discussion. Advocate personalities see how people and

97. events are connected. They are then able to use that insight to
get

to the heart of the matter.

Inspiring and Convincing – Speaking in human terms, not

technical, Advocates have a �uid, inspirational writing style
that

appeals to the inner idealist in their audience. Advocates can
even

be astonishingly good orators, speaking with warmth and
passion.

This is especially true if they are proud of what they are
speaking

for.


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Decisive – Advocates’ creativity, insight, and inspiration are

98. able to

have a real impact on the world. This is because they are able to

follow through on their ideas with conviction, willpower, and
the

planning necessary to see complex projects through to the end.

People with the Advocate personality type don’t just see the
way

things ought to be; they act on those insights.

Determined and Passionate – When Advocates come to believe

that something is important, they pursue that goal with a

conviction and energy that can catch others o�-guard.
Advocates

will rock the boat if they must. Not everyone likes to see this,
but

their passion for their chosen cause is an inseparable part of the

Advocate personality.

Altruistic – These strengths are used for good. Advocates will
not

engage in any actions or promote beliefs just to bene�t

themselves. They have strong beliefs and take the actions that
they

99. do because they are trying to advance an idea that they truly

believe will make the world a better place.

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Sensitive – When someone challenges or criticizes Advocates’

principles or values, they are likely to receive an alarmingly
strong

response. People with the Advocate personality type are highly

vulnerable to criticism and con�ict. Questioning their motives
is the

quickest way to their bad side.

Extremely Private – Advocates tend to present themselves as the

culmination of an idea. This is partly because they believe in
this

100. idea, but also because Advocates are extremely private when it

comes to their personal lives. They use this image to keep

themselves from having to truly open up, even to close friends.

Trusting a new friend can be even more challenging for
Advocates.

Perfectionistic – Advocate personalities are all but de�ned by

their pursuit of ideals. While this is a wonderful quality in many

ways, an ideal situation is not always possible – in politics, in

business, in romance. Advocates, especially Turbulent ones, too

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Introduction

101. Romantic Relationships



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relationships, always believing there might be a better option
down

the road.

Always Need to Have a Cause – Advocate personalities get so

caught up in their pursuits that any of the cumbersome tasks
that

come between them and their ideal vision is deeply unwelcome.

Advocates like to know that they are taking concrete steps
toward

their goals. If routine tasks feel like they are getting in the way
– or

worse yet, there is no goal at all – they will feel restless and

disappointed.

Can Burn Out Easily – Their passion, impatience for routine

maintenance, idealism, and extreme privacy tend to leave

102. Advocates with few options for letting o� steam. People with
this

personality type are likely to exhaust themselves in short order
if

they don’t �nd a way to balance their ideals with the realities
of

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06Career Paths“It’s better to fail while striving for something
wonderful, challenging,
adventurous, and uncertain, than to say, ’I don’t want to try
because I may

not succeed completely.’”

JIMMY CARTER

Advocate
Personality

(WHAT’S THE DIFFERENCE ?)

INFJ-A / INFJ-T

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Advocates are likely to �nd that most corporate career paths are
not

designed for them, but for those focused on their status and
material

gain. However, people with this personality are able to �nd
work that

suits them in just about any �eld.

In fact, Advocates are likely to face the opposite problem. Many
struggle

to begin a career early on because they see ten wildly di�erent
paths

forward, each with its own set of rewards. This can be appealing
but also

heartbreaking, because picking just one means letting go of so

106. much else.

Truth, Beauty, Purpose

Advocate personalities need to �nd meaning in their work and
to know

that they are helping and connecting with people. An Advocate
working

as a Ferrari salesperson, for example, is highly unlikely.

Their desire to help and connect makes careers in healthcare –
especially

the more holistic varieties – very rewarding for Advocates.
Roles as

counselors, psychologists, doctors, life coaches, and spiritual
guides are

all attractive options.


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Advocates’ needs don’t end at meaning, though – any

107. productive work

can be meaningful, as any productive work helps someone,
somewhere.

Advocate personalities crave creativity, too. They strive to use
their

insight to connect events and situations, creating real change in
others’

lives.

Two Roads Diverged In a Yellow Wood

These needs are hard to meet in a corporate environment, where

Advocates will be forced to manage someone else’s policies
alongside

their own. For this reason, people with the Advocate personality
type are

more likely to �nd independence in a leadership position, or by
simply

creating their own business.

If they choose to go the independent route, they will focus on
applying

their personal touch, creativity, and altruism to everything they
do. This

can be the most rewarding option for Advocate personalities.
When they

108. step out of the overly humble supporting and noncompetitive
roles they

are often drawn to, they can move into positions where they can
grow

and make a di�erence.

Advocates often pursue expressive careers such as writing,
e�ective

communicators that they are, and author many popular blogs,
stories,

For Advocates, money and Employee of the Month simply won’t
cut

it compared to living their values and principles.


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Parenthood

109. Workplace Habits



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and screenplays. Music, photography, design, and art are viable
options

too, and they all can focus on deeper themes of personal growth,

morality, and spirituality.

Where Advocates struggle is in work that doesn’t take personal
needs

into consideration, is overly repetitious, or promotes con�ict.
Jobs with

these traits will leave Advocate personality types frustrated and

unful�lled. They can also struggle under the criticism and
pressure that

comes with jobs in corporate politics or sales.

Advocate personalities are clever and can do well in any of
these �elds.

To be truly happy, however, they need to be able to work in a
way that

110. aligns with their values and allows them some independence.
They need

opportunities to learn and grow alongside the people they are
helping

and contribute to the well-being of humanity on a personal
level.


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111. 206 Comments Sort by

Trey Sykes
This is an incredible breakdown I’m literally blown away it’s
like you’ve been follow me for
years studying just me! Y’all did an amazing job on this
breakdown!
Like · Reply · 4 · 4w

Intan Syafika
i always crave to read so much about philosophical and
inspiring thoughts. it’s like feeding my
soul. this’s just mind blowing facts about me! thank you
Like · Reply · 5w

Jonas Paulsen
so true i finally feel undersood
Like · Reply · 6w

Macy Allen
Right on...thanks
Like · Reply · 7w

Anne Wingate
Uh, yeah.
Like · Reply · 7w

Gabrielle Ann Sales
SO true. I was miserable in politics and retail/sales (I was in it
for 3 years and never felt fulfilled
- this was during college times). I'm now a writer and a blogger,
which is crazy how that is
mentioned in my personality type.

112. Like · Reply · 8w

Lyes Manaa
:)
Like · Reply · 12w

Ehizogie Oaikhena
Thank you.
Like · Reply · 16w

Iris Nunez
this is so true :o
Like · Reply · 1 · 21w

TommyMo Tupaea

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This has blown me away. I did not expect to see myself so
clesrly described. Amazing.
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IND-299 Final Project
Bachelor of General Studies with a Concentration in
International business
Expected date of graduation: May 2020
Southern New Hampshire University

116. Table of Content
1. Introductions
………………………………………………………………….
2. Domain of
Study………………………………………………………………
3. General Studies
Concentration……………………………………………….
4.
Coursework…………………………………………………………
………..
5. Academic
Rational…………………………………………………………….
6.
Conclusion…………………………………… ………………………
……….
7. Reference
(APA)………………………….…………………………………..

















As long as I can remember, I’ve always dreamed to work in the

117. health field. At seventeen years old, I thought that I would
either be a physician or a pharmacist. Little did I know that this
dream would change after life experiences. When I started
college, I was a chemistry major. I really enjoyed the first two
years, however I slowly realized that maybe this major wasn’t
it. I then switch to biology. The first semester was great then
suddenly life started giving me lemons. With financial, family
and other personal issues, I started having very poor grades. On
my senior year, I decided to take a break from school and move
back to Haiti to recalibrate myself. Meanwhile, with all my
credits from school, I was able to find a position as a Sensory
Coordinator in the Coca-Cola bottling plant located in Haiti. In
this position I had to manage the microbiology and sensory lab.
I enjoyed what I was doing but I was still determined to work in
the health field. I decided that I would go back to school. I
started taking classes at SNHU to have a degree in Health
Information. I wasn’t satisfied with my choice and felt
something was missing. As I was taking classes at SNHU, I was
taking other courses for my job to obtain certificates. I was
striving in those courses but not the ones from SNHU. I slowly
realized that my love for health have changed to manufacturing.
Although for the last six years working in the manufacturing
field, I’ve gained my way up from being a sensory coordinator
to a management system manager then now to a production
manager, I find it important to obtain my bachelor’s. First
reason is for me; I will feel accomplished. Second reason is for
my husband and my almost six-month-old baby boy. Finally, the
third reason is because I am moving back in the United Stated. I
would like to improve my skills and be able to find a good
position at a company. Obtaining a BA.GS with a concentration
in International Business will help me attain my goal quicker.
With a concentration in international business I will have a
basic knowledge in business which will help me earn my
certificate in Operations and Supply Chain management with
ease.
At thirty-two years old, I never imagined that I would still not

118. have a bachelor’s degree. In order to reach to my goal, there are
strengths and weakness that I will leverage. One strength that I
will leverage is passion and determination. I am very close to
the finish line now that I have two classes left to obtain my
BA.GS. I will use all the necessary resources either inside or
outside of SNHU to help me succeed. My sensitivity has caused
many negatives impact into my life. It affected my ability to
take the right decisions for me. I tend to question my motives
and don’t like criticism. I will learn to take criticism positively.
This will be me grow and see things in another perspective I
will also work on believing in myself and following in instincts.
With two classes left I will be completing my BA.GS degree
after term 5 which will end in June. I will start right away with
the courses for the operations and supply chain management
certificate which I will complete in June 2021.After completing
this program, I will, right away, start looking for a position in
the US.
With the completion of the operations and supply chain
management certificate, I will have more opportunities to obtain
management positions like Supply chain analyst, Logistics
manager, consultant, and more. In order to organize my
amenities into specialized skills, there are three domains that
will help me.
With the completion of the operations and supply chain
management certificate, I will have more opportunities to obtain
management positions like Supply chain analyst, Logistics
manager, consultant, and more. In order to organize my
amenities into specialized skills, there are three domains that
will help me.
The first domain is business. With many countries in
competition with each other, it is important to have a basic
knowledge in internationally business, which is my choice of
concentration. Everything is globally evolving. The
International Business concentration is divided in two parts.
There are two business and two management courses. I have
previously taken the Introduction to International Business,

119. International Management and Principles of Management. This
classes have helped me gained more understanding in the
international financial environment.
The second domain is communication. In all the roles mentioned
before, communication is one of the most important domains.
For example, a Purchasing Manager needs to have very good
communication skill. The role of the Purchasing manager is to
buy products for a company to use or resell. The Purchasing
Manager as direct contact with the suppliers. Negotiate
contracts, evaluate suppliers and review product quality. In
order to better my communication skill, I have taken
Communication elective and college English composition
classes.
Given that I majored in Biology from another instruction, all my
credits were transferred to SNHU. When I started SNHU, I
majored in Health Information BA.GS. After changing to the
BA.GS, I had 18 credits left to obtain my degree. Twelve of
those credits are 4 courses from my chosen concentration which
is International Business. The remaining 6 credits are the
Strategies for Spec Planning course, and one integration cluster
course to be chosen from IDS-400 (401,402, 403, and 404). I
have decided to choose IDS-401 Global society. I have always
been interested in gaining more knowledge in facts and issues
that are going globally, I feel like this course will help me gain
that knowledge and also strengthen my critical thinking skills
which is needed for long term goal. This course will count
toward the four courses at the 300 or 400 level. The other 3
courses will be chosen from the courses that are at level 300
and up listed in the International Business concentration. So far,
I have already taken 3 out 4 courses from my concentration
which are: INT-113 Intro to Int’l Business, INT-309 Legal
Environment of int’l Bus, and OL-215 Principles of
Management.
As I mentioned early, I majored in Biology and Health
Information Management before deciding to change to BA.GS
which resulted to me never taking any business classes. When I

120. started with the Health Information Management degree, I felt
like something was missing. I needed to go back to the basic for
a refreshing training. Most of the skills that I gained in
management were throughout my path and experience in the
manufacturing industry. Wanting to gain knowledge in what is
going globally, it was not hard for me the choose International
Business as a concentration. The 3 courses that I have taken so
far, my abilities to plan, organize and prioritize have much
improved. Those skills are crucial to achieving of my long-term
goal to obtain a certificate in Supply Chain and Operations
management. I have outlined a list of my degree requirements.
In this table, you will see all the courses that I have completed
and that I planned on taking.


Course Number
Course Title
Credits
Term/Date Completed
Concentration or Domain
IND-299
Strategies for Spec Planning

3
20EW3 /IP
Domain
INT-315
International Management
3
20EW4/ PR
Concentration
IDS-401
Global Society
3
20EW5 /PR
Domain

121. INT-113
Intro to Int’l Business
3
19EW6
Concentration
INT-309
Legal environment of int’l bus
3
18EW5
Concentration
OL-215
Principle of management
3
CR
Concentration
ENG120
College Composition I
3
TE
Domain
ENG121
College Composition II
3
TE
Domain
MAT-240
Applied Statistics
3
TE

HUM100
FAS202 Introduction to Humanities II
3
TE

HUM200

122. LAN-ELE Language elective
3
TE

SCS100
ECO 201 Microeconomics
SOC-112 Intro to Sociology
3
3
TE
TE
Domain
SCS-200
IT-201-Computer Platform Tech
Bio-210 Intro to Anatomy and Phy
3
3
14EW2
15EW3

HIS 100 & HIS 200
HIS-200 Applied History
HIS-113 U.S. History 1
3
3
18EW5
TE
Domain
SNHU-107
HCM-200 Introduction to health IT
3
15EW5

IDS-100
Coding & Classification System
3

123. 15EW5

ELE
Free Electives
63
TE
Domain

After completing the IND-299 course, I will have two more
courses to obtain my degree.