Universal Understanding of APA Formatting

INTRODUCTION

Overview

Ashford University and its faculty have always done an excellent job of providing their students with the proper education, support, and tools needed to be successful. The issue being addressed in this document is by no means a negative reflection on the University and its staff, but one that should be rectified in order to build on the success provided to Ashford students. It is a requirement of the university that all students use APA formatting when submitting written assignments for grading. However, the standards of APA formatting tend to vary from instructor to instructor, causing confusion among students as to what is the proper and acceptable format expected.

Statement of Problem

The absence of a clear and universal understanding of proper APA formatting by all the university instructors leads to variations in how assignments are expected to be submitted from class to class. While one instructor considers to be acceptable formatting, another may not. This confusion hinders students from learning the one true APA format, as well as takes away time that instructors could be applying to other areas of the classroom.

Need

Although there is a general understanding of proper APA formatting throughout the university’s faculty, expectations vary from instructor to instructor. These variations lead to inaccurate grading, wasted time, and improper information giving.

PROPOSED PLAN

The following plan is designed to eliminate confusion among instructors on proper APA formatting, putting everyone on the same page as to what is expected and accepted.

Methods
Ashford University and its faculty can reach a clear and universal understanding of APA formatting by taking these steps:

Mandatory Workshops and Materials. Requiring faculty to attend frequent workshops based on changes made to the APA formatting, as well as for “refreshing” purposes will keep everyone up to date on what is the proper and correct APA style. Workshops not only allow people to work together, but also facilitate a more successful outcome (Cameron, 2005). Supplying each instructor with the same materials and literature to use for APA referencing will eliminate any confusion as to what is correct and incorrect. The correct and best sources that should be used are the Purdue Online Writing Lab and the 2009 APA Guide (Anderson, Angeli, Brizee, Keck, Lawrick, Moore, Soderlund, &Wagner, 2011).

APA Format Submission Program. Instructors will have a program that allows them to submit each assignment individually, displaying which areas of a student’s paper do not follow proper APA style formatting. The results will be immediate, allowing instructors to concentrate on the content of the work rather than how it is prepared. This will also make sure that there is only one correct and acceptable APA style expected from every instructor at Ashford.

CONCLUSION

Ashford University prides itself on the education, support, and tools for success that it and its faculty provide for students. Instructors having a universally clear and concise understanding of APA style formatting will only add to that success. If instructors are all in agreement on the expectations, have frequent “refresher” workshops, use the same materials, and have access to in-class programs that simplify format grading, confusion will be eliminated. Acceptance of this proposal will not only benefit Ashford and its faculty, but brighten even more the future of its students.

Anderson, M., Angeli, E., Brizee, A., Keck, R., Lawrick, E., Moore, K., Soderlund, L., and Wagner, J. (2011, April 19). General Format. Retrieved from http://owl.english.purdue.edu/owl/resource/560/01/

Cameron, E. (2006). Facilitation Made Easy: Practical Tips to Improve Meetings and Workshops (3ed). Kogan Page Ltd. London, GBR. Retrieved from http://site.ebrary.com/lib/ashford/docDetail.action?docID=10106656&p00=success%20workshops