American College of Education · NUR, ED, HLTH, MBA · every assessment
ACE grades through assessments, the college's own word for its graded units: application papers, designs, and analyses landing module after module. This grid files samples the same way. Search your course and module, see the assessment in real form, or request a custom sample free and have it in 24 to 48 hours.
Nursing first, the M.Ed. lanes and MHA sequence beside it, MBA after. Open a course to see its module assessments; each cell is a course, each drawer inside is a graded unit.
NUR4013 is the course where an experienced nurse has to argue, in writing, what changes at the baccalaureate level.
NUR4033NUR4033 is where documentation becomes reasoning: a full examination recorded accurately, then read for what the findings mean together.
NUR4043Community health at ACE moves the case from one bedside to a whole population, and asks who that population actually is before anything is planned for it.
NUR4053Research methods at the RN level is not about running a study.
NUR4063Leadership on paper is easy until somebody asks who owns the change and how anyone will know it worked.
NUR4073Health promotion is where a nurse stops treating and starts teaching, and where a recommendation only counts if it says who qualifies and how often.
NUR4083Informatics is not an opinion about software.
NUR4093A capstone rarely fails inside a section.
NUR5023The first graduate research course is not a longer version of the RN one.
NUR5033NUR5033 is where the practice sequence stops rehearsing evidence and starts committing to a change someone would have to carry out.
NUR5043NUR5043 reads a hospital as a system, where a staffing decision on one floor shows up as a delay two departments away.
NUR5053NUR5053 makes safety measurable: a root cause, a failure mode, a run chart, and a PDSA cycle someone could actually run.
NUR5063NUR5063 is about designing care around the person receiving it, and proving the design worked from the patient's side.
NUR5103NUR5103 is the nurse administrator's theory course, where management functions and strategy meet a real service line.
NUR5113NUR5113 asks a nurse to build a unit budget, explain its variances, and defend a spending request in dollars.
NUR5123NUR5123 treats communication as leadership work: the handoff, the hard conversation, the message that carries a change.
NUR5133NUR5133 asks a nurse leader to read the environment a hospital operates in: payers, regulators, markets and workforce.
NUR5203NUR5203 pairs graduate pathophysiology with head-to-toe assessment, so the future educator can explain why a finding appears, not only that it does.
NUR5213NUR5213 teaches drugs the way an educator must: by class and mechanism first, so that students can reason about a drug they have never seen.
NUR5223NUR5223 asks why adults learn the way they do, then holds every teaching choice in the paper to that answer.
NUR5233NUR5233 builds a curriculum the way accreditors read one: outcomes first, then the courses, teaching and tests that prove students reached them.
NUR5194NUR5194 is where the nurse educator track comes together: a mentored practicum and a scholarly project on a real problem in nursing education.
NUR5094NUR5094 puts the nurse administrator track into practice: 150 mentored hours in an organization and a project a leader could actually approve.
NUR4103NUR4103 is about the part of travel nursing no agency contract covers: arriving as a stranger and being trusted by Thursday.
NUR4113NUR4113 teaches the traveler's other skill: landing well, again and again, without burning out.
NUR6003NUR6003 asks the nurse educator to read the forces outside the classroom before redesigning anything inside it.
NUR6013NUR6013 takes apart the nurse educator's job: teacher, clinician, scholar, citizen and sometimes counselor, all at once.
NUR6023NUR6023 is about teaching adults so they remember it in a code, not just on the exam.
NUR6033NUR6033 asks which technology actually helps nurses learn, and how an educator would prove it.
NUR6043NUR6043 asks how a curriculum can grow clinical judgment, cultural competence and values, not just knowledge.
NUR6053NUR6053 treats a nursing program as something to measure and improve, the way units measure and improve care.
NUR6063NUR6063 is about leading a nursing program, from the chief academic nurse's desk to the accreditation site visit.
ED5003ED5003 asks you to redesign part of a curriculum and then defend how it would actually be adopted.
ED5023ED5023 is about the loop, not the instrument: writing items and rubrics that produce readable evidence, then changing instruction on what that evidence says.
ED5033Student-centered is easy to endorse and hard to build.
ED5043Self-management is a skill set, which means it can be taught, sequenced and practiced like anything else.
CI5353CI5353 asks you to take a standard apart and rebuild a lesson that can prove it was met.
EE5013EE5013 puts three easily faked ingredients into one plan: the arts, a digital tool, and children's wellbeing.
EE5091EE5091 is where the pieces of an elementary program are made to agree with one another.
LIT5143LIT5143 joins two subjects that are usually taught in separate blocks, then grades how honestly the join holds.
LIT5203LIT5203 is a diagnosis course wearing an intervention name.
MATH5083MATH5083 asks elementary teachers to teach the concept before the shortcut, then prove the concept landed.
SCI5073SCI5073 turns elementary science from something shown at the front of the room into something children work out from data they gathered themselves.
RES5303RES5303 is a quantitative course wearing a research-methods name: variables, sampling, tests and the assumptions behind them, all aimed at healthcare data.
HLTH5453HLTH5453 treats a policy position as unfinished until you can say who pays for it and which body holds the power to enact it.
HLTH5603HLTH5603 runs administrative decisions through two tests that are not the same test: what the law requires, and what ethics can still demand once the law is satisfied.
HLTH5613HLTH5613 asks for a strategy that survives contact with the payer mix, the regulator and the hospital across town.
HLTH5623HLTH5623 is the course where a number stops being impressive and starts being checkable: how many, out of how many, over what period.
HLTH5633HLTH5633 keeps asking one question of every improvement plan: if this worked, which number would move, and by when would anyone see it? The samples here choose measures that could answer that, including the ones that would show harm.
HLTH5643HLTH5643 judges a health information system by what happens at the desk after go live, not by what the vendor showed in the demonstration.
HLTH5653HLTH5653 grades what you do with a number after you have computed it.
HLTH5663HLTH5663 is where a good staffing idea has to prove it is affordable, lawful, and measurable.
HLTH5673HLTH5673 treats a promotion plan as a compliance document as much as a growth one.
HLTH5683HLTH5683 asks for schedules that admit what could go wrong and who is watching it.
HLTH5693HLTH5693 is graded at the joints.
HLTH4203HLTH4203 introduces the business side of health care: who runs a hospital, who pays, and what rules they answer to.
HLTH4303HLTH4303 is where HIPAA, malpractice and risk management stop being words and become an administrator's decisions.
HLTH4313HLTH4313 asks how health services are led, and what a manager does when the organization has to change.
HLTH4343HLTH4343 looks at why health differs from one population to the next, and what health services can do about it.
HLTH4363HLTH4363 is marketing for organizations whose customers are also patients.
HLTH4373HLTH4373 covers the people side of health care administration, from hiring to retention.
HLTH4383HLTH4383 teaches administrators to read the numbers: statements, costs and the choices they point to.
HLTH4393HLTH4393 is about measuring whether care is safe and efficient, and using statistics to make it better.
HLTH4403HLTH4403 covers the technology administrators manage: records, portals, risk tools and devices.
RES4353RES4353 teaches health administration students to judge research before they act on it.
HLTH4913HLTH4913 is the B.S. in Healthcare Administration capstone: one project that shows what the program taught.
HLTH4073HLTH4073 is a first look at public health: what it does, whom it serves and why some people stay sicker.
HLTH5003HLTH5003 asks how a public health leader moves an agency, a coalition or a program when authority is thin and budgets are thinner.
HLTH5013HLTH5013 is the MPH course where prevalence, incidence and risk stop being definitions and become numbers you calculate and defend.
HLTH5023HLTH5023 sits where a quarantine order, a vaccine mandate or a data-sharing rule meets a person's rights, and asks which should give way.
HLTH5033HLTH5033 teaches the money side of a public health agency: grants that expire, budgets that must balance and capital that must last.
HLTH5043HLTH5043 asks why health follows income, place and race, and how a program would prove it changed anything.
HLTH5053HLTH5053 is about whether a public health message actually reaches, makes sense to and moves the people it was written for.
HLTH5063HLTH5063 covers the biology behind public health decisions: how diseases spread, what raises risk, and why that shapes laws.
HLTH5083HLTH5083 is the MPH capstone: one real public health challenge, taken from evidence to a plan an agency could use.
HCI5073HCI5073 turns public health data into surveillance and research: registries, dashboards, data exchange and the systems behind them.
HLTH5403HLTH5403 asks why people make the health choices they do, and how culture, norms and beliefs shape those choices before any health educator arrives.
HLTH5413HLTH5413 connects health education theory to practice: the social, political, economic and personal forces behind lifestyle choices, and what educators can ethically do.
HLTH5423HLTH5423 follows health from infancy to old age and asks how an educator should teach differently at each stage.
HLTH5433HLTH5433 is leadership for health educators in schools and communities: data, relationships, ethics and the laws that shape practice.
HLTH5443HLTH5443 asks which technology fits which population, and how a health educator leads its adoption within the rules.
HLTH5463HLTH5463 brings learning theory and brain science into health education: how people learn, and why that changes how educators teach health.
HLTH5473HLTH5473 builds partnerships between schools and communities to tackle chronic disease, mental health and health literacy.
HLTH5483HLTH5483 teaches how to tell whether a health and wellness program is needed and whether it works.
HLTH5493HLTH5493 takes a health and wellness program from idea to launch: planning model, design, team and implementation.
HLTH5091HLTH5091 is the M.Ed. capstone: selected work from the program, tied to the program outcomes and your growth as a health educator.
HLTH6403HLTH6403 takes behavior change theory to the specialist level: culture, norms, beliefs and the sociology of health choices.
HLTH6413HLTH6413 researches how social, political, economic and personal factors drive lifestyle choices, and what health educators can ethically do about them.
HLTH6433HLTH6433 is leadership for health education specialists: guiding people, using data, building relationships and acting within law and ethics.
HLTH6443HLTH6443 examines the systems, policies and leadership that make health informatics work in public health.
HLTH6473HLTH6473 is money for public health educators: budgets, revenue sources, fundraising and how funds are allocated.
HLTH6483HLTH6483 takes a research-intensive look at public health and epidemiology: disparities, outbreaks and program evaluation.
HLTH6493HLTH6493 assesses a community's health, assets and needs, and turns the analysis into a plan.
ACCT5003ACCT5003 cares less about producing a figure than about where you put it and what a reader concludes from it.
CSR5003CSR5003 is unimpressed by good intentions and asks who pays for them.
ECON5003ECON5003 grades the chain between a policy change and a firm's decision, not the verdict at the end of it.
FIN5003FIN5003 is graded on whether a reader can rebuild your number, not on whether the number is large.
LEAD5653LEAD5653 asks what a theory explains about a decision that already happened, not what the theory says.
MGMT5663MGMT5663 is where a case stops being interesting and starts requiring a choice.
MGMT5091MGMT5091 is graded at the seams, where your strategy section has to agree with your numbers and your staffing plan.
MRKT5003MRKT5003 wants a segment you can size and a tactic aimed at somebody specific.
STAT5003STAT5003 counts the sentence after the p-value, where a result turns into something a manager does.
HRM5003HRM5003 asks you to build the people systems a firm runs on: hiring, development, pay structure, performance review and retention.
ORG5003ORG5003 treats change as something you diagnose before you design.
Type the code and module, NUR4093 Module 3, ED5023 Module 2 assessment, or browse the grid. ACE's code decoder is built in: first digit level, last digit credits.
Application papers as formatted documents, designs as artifacts, capstone phases assembling properly. The finished unit, formatted the way ACE classrooms expect it.
Send the course, the module, and the instructions or rubric. A subject-matched writer drafts a fresh sample in 24 to 48 hours; the first one costs nothing.
Course code, module number, and anything the rubric demands. A writer matched to your subject drafts a fresh sample, correctly formatted, delivered to your personal email in 24 to 48 hours. No card, no catch on the first one.
Confidential. ACE never hears from us; samples are study models you learn from and write your own way.