14Milestone 4Student’s NameUni

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4
Milestone 4
Student’s Name
University Affiliation
Southern New Hampshire University
Milestone 4
Description of the Initiative Evaluation Plan
Initiative evaluation involves systematic mechanisms for
gathering, reviewing, and utilizing information to answer
questions concerning the initiative, policies, and programs,
specifically about their effectiveness and efficiency. Initiative
evaluation can entail both qualitative as well as qualitative
techniques of social research. The initiative evaluation plan also
contains the intended use of the evaluation outcomes for the
program enhancement and decision making. The evaluation plan
serves to clarify the initiative’s purpose and expected results
(Dudley, 2020). The evaluation plan provides the direction that
the monitoring should take based on the initiative priorities, the
available resources, time, and skills required to complete the

evaluation.
The initiative will have a well-documented plan to foster
transparency as well as ensure that stakeholders are on a similar
page with concerns about the purpose, use, and also the
beneficiaries of the evaluation outcomes. Utilization of the
evaluation outcomes is not a thing that can be wished when
implementing an initiative. Instead, it must be planned,
directed, and ensured to have intentions (Dudley, 2020). The
evaluation plan for this initiative will have many benefits,
including facilitating the capacity to establish strong
connections with partners and stakeholders. The program is also
essential for creating the initiative transparency to the
stakeholders and decision-makers. The plan also serves as
advocacy means for evaluation resources based on negotiated
priorities. The procedure for evaluation initiative is also critical
for helping in identifying whether there are enough intervention
resources and time to realize the desired evaluation exercises
and provide answers to prioritize evaluation questions.
When developing the plan for evaluating the initiative targeting
to promote health and wellbeing in the community, the key
steps must be to develop an effective strategy. The key steps to
be followed when creating the evaluation plan differ depending
on the project type to be evaluated. The first step entails
engaging the stakeholders. When finding the purpose of the
evaluation procedures, it is crucial to determine its purpose and
the stakeholders involved in the implementation process of the
intervention. Identifying the purpose of the evaluation process
and stakeholders involved is critical because the two
components serve as the basis for evaluation planning, target,
design, and comprehension of the outcomes. Stakeholders'
engagement is necessary to enable the support of the evaluation
process. Involving stakeholders in the evaluation process can
have many advantages. Stakeholders comprise the people who
use the evaluation outcomes, support and keep the initiative or
those impacted by the intervention activities or evaluation
outcomes.

Involving stakeholders in the evaluation process will help in the
determination and prioritizing of fundamental evaluation
questions. Stakeholders are essential in the pre-test data-
gathering instruments and the implementa tion of the evaluation
activity. When the stakeholders are involved in the evaluation
process escalates the credibility of review and interpretation of
the evaluation information. The second step of the evaluation
process entails the description of the initiative. Report of the
initiative clarifies the purpose of the program, phases of
development, activities, the capacity of the initiative to enhance
health, and execution context. The collaborative
comprehending of the initiative and what the evaluation can do
and cannot provide is critical to evaluating the evaluation
exercise and the assessment outcomes.
The third step in the evaluation plan of the initiative entails
focusing on the evaluation process. The amount of information
gathers concerning the industry is potentially limitless. The
evaluation process is always restrained by the figure of question
that can be realistically asked answered with quality, the
mechanisms that can be utilized, the feasibility of the data
gathering, and the available resources. Developing the focus of
the evaluation starts with identifying the primary purpose of the
evaluation process. The third step is the most interactive phase
developing the evaluation process and reviewing steps one and
two for improving the plan and decision-making process. The
fourth stage of the evaluation process involves gathering
credible evidence. This phase of the procedure entails selecting
appropriates techniques that fit the evaluation questions chosen.
The appropriate techniques guide the evaluation strategy, and
evaluation is sometimes forced to fit the method. The fifth step
is of the evaluation process involves planning for conclusions.
The phase entails reviewing the information gathered,
interpreting and designing decisions from initiative information.
The stage is required to turn the data collected into meaningful,
valuable, and reachable data. The last phase of the evaluation
process involves planning for disseminating and sharing the

lessons learned. The previous step entails utilizi ng the results
from the evaluation process to share the lesson learned,
communication, and dissemination of the outcomes.
How success will be measured
Measuring the initiative's success is one of the critical steps for
implanting the project that will benefit the targeted audience
population. Measuring success involves various steps for
capturing the needed information (Davis, 2017). The first step
for measuring the success initiative is the schedule. The success
of the intervention is measured by whether or not it was
implemented within the original timelines (Davis, 2017).
Skilled program managers know how hard it is critical to
implement the initiative on the set timeline. However, it is
possible when the managers continuously evaluate the progress
made. To ensure that the industry stays on schedule, the
evaluation of the program must be done periodically after every
implementation phase.
The second step for measuring success is quality. The end of the
project phase is an appropriate time for quality analysis. The
purpose of the quality analysis is to measure whether the
initiative is successful and evaluate if what is being conducted
meets the levels set out in the quality plan. Measuring success
also entails cost analysis, which is critical for comparing the
current actual spending corresponding to the set budget. The
successful initiative is consistently implemented within the
budget allocated for the activities. The success of the industry
is also measured through the level of stakeholders' satisfaction.
The projects are implemented within the set schedule, time, and
cost, and the anticipated quality will satisfy the stakeholders.
They may pledge for the further support of the initiative (Davis,
2017). Therefore, when measuring the industry's success, i t is
essential to find out how they feel about the intervention and
what they feel can be done differently. The last stage for
measuring the success of the initiative entails reviewing
performance to the business case. During the phase to find out
the level of success of the intervention, it is essential to review

back business case and see what was initially agreed upon.
How failure will be measured
The process of measuring the project's failure will entail
measuring the level of executives' and stakeholders'
engagement. Reduced stakeholders' meeting signals the collapse
of the project. The initiative's loss will be measured by
monitoring the communication across the organization and
within its functional departments. The failure of the industry
will be measured by the lack of team interest and involvement.
Team engagement is very critical for the success of the project.
At what Intervals the Measurement will be taken
The measurement of the success and failure of the initiative will
be taken periodically, particularly after every implementation
phase. Measuring each stage of initiative implementation is
essential because it ensures the implementation process takes
place within the scheduled time and with the initially allocated
resources.
Impact of the Initiative on Institution Stakeholders, including
Student Population
During the implementation process of the initiative, the student
population audience makes a resolution that they will be
engaging in regular exercise and watching diet to promote their
general health and wellbeing. The long-term impact of this
outcome is that there will be robust development in mental and
physical development for the student population. The
stakeholders' participants pledge to support the students'
initiative targeting the promotion of health, which will increase
awareness on the rise of public health programs within the
schools and around the community at large.
Communication Plan for the Initiative
The communication plan for the initiative will identify how
essential information will be conveyed to the stakeholders
through the projects. The communication plan of the industry
will determine the people responsible for receiving the
communication how these people will receive it. The program
also outlines when they will receive the information and how

intervals of the contact. The initiative communication plan has
the primary function of keeping track of the project. Creating
the communication plan follows specific guidelines and for
effective delivery of the information.
When formulating the communication plan, the first step will
involve choosing the appropriate format. Selecting a platform
where it will be easy to collect feedback for the communication
plan and share or store the schedule for the team and
stakeholders to refer to (Zakia & Marsidin 2020). The second
step when developing the communication plan will involve
setting the communication goal. The communication plan of the
initiative will be guided by the goals the industry is planning to
realize. The third step when developing the commination plan
for the initiative will involve the identification of the
stakeholders. The stakeholders are an essential component in
the initial communication plan because they communicate
throughout the project and want feedback from the initiative's
progress. The fourth step when creating the communication plan
will entail the identification of mechanisms of communication.
The purpose of the communication plan is to get the appropriate
information so long with listing the stakeholders will be
communicated to. The last procedure for developing the
communication for the initiative is determining the person
responsible for communication updates. The initiative manager
will be accountable for identifying the people for sending and
receiving the information in the organization.
Key Audience
The key audience for the communication process will be the
stakeholders, employees of the organization, and the
beneficiaries of the project outcomes. The community and the
local authorities also form the key audiences for the
communication process of the initiative. Frequency of
communication
Communication will always be conducted daily within the
organization. The stakeholders' contact will be shown after
every implementation phase of the initiative. Other key

audience communication will be conducted on a need basis.
How Stakeholders Inputs will be Gathered
The communication plan will outline the process of gathering
stakeholders' inputs. Some of the ways stakeholders' inputs will
include small group facilitated workshops which will happen in
person. When in-person communication is not possible,
stakeholders' engagement will be gathered through conference
call interviews. Other mechanisms for collecting the
stakeholders' input will include focused groups discussion and
online surveys.
References
Davis, K. (2017). An empirical investigation into different
stakeholder groups perception of project success. International
Journal of Project Management, 35(4), 604-617.
Dudley, J. R. (2020). Social work evaluation: Enhancing what
we do. Oxford University Press, USA.
Zakia, R., & Marsidin, S. (2020, December). Reflection of
Leadership Organization Communication. In 2nd International
Conference Innovation in Education (ICoIE 2020) (pp. 76-80).
Atlantis Press.
CCOU 302
CCOU 305
Depression in Children & Adolescents: Stressed or Depressed?
Dr. Catherine Hart Weber

Course Description: With the increased link between stress
anxiety and depression it is
no wonder our kids are increasingly depressed. The increasing
pressures of society and
the educational system coupled with the expectations of parents,
teachers, and youth
workers have birthed an overstressed generation. This lesson is
designed to provide you
with an understanding of the stressors our kids and teens face.
You will learn how to
recognize stress and depression in kids and teens and how to
help them de-stress. You
will also be provided with the tools necessary to help parents be
a safe place for their
kids.
_______________________________________________
Learning Objectives: At the end of this lesson you will be able:
1. To recognize stress and depression in both children and
teenagers.
2. To practically help kids and teens de-stress from the
pressures and
expectations placed on their lives.

3. To teach parents how to be a safe place for their kids in a
way that
helps them cope with the stresses and pressures their kids face
on a daily
basis.
_________________________________________________
Introduction: Suicide attempts, alcohol abuse, heart disease,
asthma, obesity, and
stomach problems have increased among young people today.
With the mounting
expectations and pressures they face we are left to wonder,
“How do we help our
overstressed kids?” In this lesson you will learn how to reduce
the stress and anxiety in
your child’s life and in the lives of the children you work with.
Helping parents
understand their purpose as a parent and how to effectively get
into the world of their
children is vital to their children’s health and well-being.
This study source was downloaded by 100000784357780 from
CourseHero.com on 06-30-2021 07:58:11 GMT -05:00
https://www.coursehero.com/file/14160475/depression-and-
stress-in-children/

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CCOU 302
CCOU 305:
Stressed or Depressed?
Catherine Hart Weber
I. Stressed or Depressed?
A. 21% of children age 9-12 have been diagnosed with a mental
or addictive
disorder
B. Kids are more likely to be depressed than their parents; has
led to
increased…
1. Suicide attempts
2. Alcohol use
3. Heart disease
4. Asthma
5. Obesity
6. Stomach problems
C. Stress anxiety and depression are linked ______% of the
time.
II. How do we know kids are stressed?
A. Symptoms of fatigue/ feelings of being overloaded

B. Mood irritability, venting
C. Figidity or jumpy, little tics, restless
D. Headaches, upset stomach
E. Frequent colds, slowed immune system
A. Sleep problems
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CCOU 302
G. Self-medication
III. An Overstressed Generation
A. Pressures
B. Expectations
IV. Helping children and adolescents de-stress
A. Pull parents in to help
B. Get physical exam
C. Understand what is causing the stress in their life (i.e.
identity,

relationships, academics)
C. Help parents; Encourage them to develop safety
D. Provide ideas on how to come out of depression
1. Relaxing
1. Passive recovery
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CCOU 302
2. Active recovery
E. 8-10% of teens suffer from depression
V. Recognizing Adolescent Depression
A. Wearing a facade
B. Irritability, moodiness, acting out
B. Lack of interest; “I don’t care”
VI. Suspecting an adolescent may be depressed
A. Get help immediately
B. Kids need:

1. Exercise
2. Good nutrition/ supplements
3. Sleep, rest, recovery time
4. Hope
“Depression is a disorder of the ability to regulate stress.”
--Harold Koplewicz
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CCOU 302
VII. Building on strengths
A. Meaningful connections
B. Laugh
C. Confidence & Competence
VIII. Helping parents be safe for their kids
A. Help them understand their purpose as a parent
B. Teach them to get inside the world of their kids
C. Have a plan of action

D. Help them understand their role as a parent
E. Authoritative parenting
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Study Questions
1. What physical symptoms and behaviors are indicative of kids
who are
stressed?
2. Make a list of the demands and pressures tearing at our kids
today. What
expectations do they have to live up to?
3. In what ways can we help our kids de-stress? What is the
difference between active
and passive recovery? What is the link between stress and
depression?
4. How does depression manifest itself in kids and teens? What
behaviors should we
as adults look for that suggests depression in our kids? How can

we as child
advocates help parents be a safe place for their children?
5. If you suspect an adolescent may be depressed what should
you do? What is the
importance of getting help immediately? What other ways can
you build stress
resilience in your kids?
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Soul Care Notes:
Romans 5:3-5
Psalm 130
1 Kings 19:1-18
2 Samuel 22
2 Corinthians 4:9
Bibliography/ Reading List:
Hart, A. & Hart Weber, C. (2005). Stressed Or Depressed: A

Practical And Inspirational
Guide For Parents Of Hurting Teens. Nashville, TN: Integrity.
Koplewicz, H. S. (2002). More Than Moody: Recognizing And
Treating Adolescent
Depression. New York, NY: Penguin & Putnam, Inc.
Thomas, G. L. (2004). Sacred Parenting: How Raising Children
Shapes Our Souls.
Grand Rapids, MI: Zondervan.
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INSTITUTIONAL CHANGES 5
Georgia Learning Center.
Student’s Name:
Institutional Affiliation:
Professor’s Name:
Date:
Georgia Learning Center.Introduction.
Technology is revolutionizing all aspects and all approaches
that we once had to education. For any institution that is
offering education on a global capacity, there is a need to
change the school’s curriculum to incorporate new technology
and accommodate diverse learning styles. The institution is a
non-for-profit, and it accommodates students from all over the
world. This is why both internal and external stakeholders need

a transition to technology and a learning environment that
accommodates all students. So, the institution must ensure there
are diverse learning styles by considering the backgrounds of all
students. Students with different cultural, social, and economic
backgrounds learn differently. Providing all these students is
accommodated in a classroom is essential. It is also important to
incorporate technology as it is playing a huge role in today’s
learning environment.
According to Raja and Nagasubramani (2018), the learning and
interaction of modern-day students increase with the use of
technology. The authors assert that the transfer of knowledge
has become easy and effective with the use of technology in the
classroom. This provides enough reason why the institution
needs to accommodate technology. Ellington and Benders
(2012) state that adopting different learning styles wi ll ensure
all students are accommodated in a classroom with students
from diverse geographical locations. This is an institution with
students from all over the world and understanding their
learning styles and adopting them is essential. Reason for
expansion.
This change is required urgently because we are experiencing
very fast growth in the use of technology in the field of
education. Arkorful and Abaidoo (2015) assert that e-learning is
now playing a huge role in higher education. Technology is also
playing a huge role in the outside world, and it is important to
prepare our students to face the future world that will have been
taken over by technology. The use of technology will ensure
students will be able to learn and communicate with their
professors in whichever part of the globe they may be during
their holidays. This is a change that will affect both students
and the institution positively if implemented well. Resources
required.
To bring the plan to fruition, there are a resources that will be
required by the company in the form of funds. These are
outlined.
Expenditure.

Allocated resources.
Setting up virtual learning centers.
$20,000
Training teachers.
$10,000
Purchasing computers.
$50,000
Purchasing teaching rights(Legal compliance)
$50,000
Purchase of tablets.
$60,000
Delivery of study devices.
$20,000
Total expenditure.
$210,000Work plan.
E learning will be a combination of delivering the content to the
students through a digital platform and through face to face
learning. It will be a shift I learning that will consist of shifting
from the traditional face to face learning to the use of web tools
(Alhabeeb & Rowley, 2017). It will enhance collaborative
learning and it will create a platform for learning that will take
into consideration the requirements of all the students. Taking
into consideration that the institution is catering for the needs
of global students, incorporating technology will ease the
process through which content is delivered and it will make it
far more effective (Alhabeeb & Rowley, 2017). E learning will
principally change the approach to learning at the institution
and at the same time, it will make delivering of education easier
as well as attaining of the goal of the organization; being a not-
for-profit institution, its main aim is to ensure all students can
afford education. They are empowered with enough knowledge
regardless of their social or economic background in this age
and era of globalization.Timeline to attain initiative.
Enhancing the delivery of education is an issue that should be
considered to be paramount. As such, the timeline to be effected
is one that should ensure that delivery of the goal is attained as

fast as possible. From when the project is initiated, the setting
up of virtual running center is expected to take place within a
period of 4 months. These activities will run concurrently with
the procurement department calling for and analyzing tenders
for the supply of technological devices. The training of teachers
will then take place after the learning centers have been set up.
The goal is to familiarize them with content delivery across a
virtual space. It will take place for a month. The last step will
be the delivery of study devices to students. The time allocated
for this is a total of two months. Within this period, all
deliveries are expected to have been completed. The project
thus has an estimated timeline of 7 months prior to becoming
functional.Legal and Regulatory compliance.
Different countries have different legal requirements in the
delivery of education. As an organization that will be delivering
education globally, there are some regulations that must be
observed to ensure that the delivery of education to all people
Among the legal compliance that the Georgia Learning Center
will observe are The Family Education rights and Privacy acts
which gives students and parents a right to check their
performance records, The protection of minority student which
shall forbid asking personal questions to minority students, and
the freedom of information which will allow the institution to
hold on to students record as long as it deems necessary.Goals
and Objectives of E-learning.
These are the major achievements that the institution hopes to
make in terms of delivering their content through online
platforms. The goal of the foundation is to ensure that education
is achieved by all people in spite of geographical limitations.
The objectives of e-learning are:
1. Enhancing the quality of learning and teaching.
2. Improving the efficiency and also the effectiveness of content
delivery.
3. Ensuring that all students can access the school regardless of
their time zones.Steps to attain objectives.

Objective 1: Enhancing the quality of learning and teaching.
The most important element in any classroom is ensuring that
the students and the teacher can communicate effectively
(Alhabeeb & Rowley, 2017). As such, it will be important that
the students have a functional computer or smartphone device
that will help them stay connected to the classroom. All the
devices that will be used will need to be connected with a
microphone and a webcam. Some students may be struggling
with their devices and may not have the necessary funds to
purchase new ones (Lacurezeani et al. 2019). The costs can be
minimized through the use of easy solutions such as substituting
phones for webcams or enhancing the quality of the video by
using back cameras. Another resource that will be required is
the appropriate software.
Objective 2: Improving the efficiency and also the effectivene ss
of content delivery
It is essential to ensure that students will be able to access the
different files that they are sent by the instructors. Not all
students have printers and as such, there is the need to make use
of scanning applications such as Adobe Scan so that hand
written work can be neatly submitted. Funds will be required to
allocate access devices (Lacurezeani et al. 2019). The aim of
the organization is to ensure accessibility of education to all
students but, the limitation to this aim is the technological
devices necessary to access the school platforms. As such, some
of the funds that are directed at the setting up and facilitating of
physical learning will be diverted towards purchase and
delivery of laptops and tablets to the students. Fund reallocation
will be essential if the goal of availability of learning is to be
achieved. The impact of this will be less funds directed towards
the creation of physical spaces to more funds allocated towards
the setting up of virtual spaces.
Objective 3: Ensuring that students can access the school
regardless of their time zones.

Education can only be delivered successfully if students are
able to access classes on time. It imply that all students should
be able to access the class content irrespective of the time zones
in which they are located. To see to this, the teachers will be
expected to make videos while teaching and further upload their
content on online data bases. It will give all students a chance
to access the classes rather than some being inconvenienced by
attending classes at inappropriate hours.Key personnel.
These are the people that will initiate the e-learning project.
The essential stakeholders in this case will be the CEO if the
organization, and the head of the technological department.
They are involved in all the stages of the creation and also the
development of the e-learning project. It is they who will either
approve or disapprove the course that the project will take and
also, they will play the role of overseers to ensure the project
stays on track at all times Martin, F., & Parker, M. A. (2016).
The project manager will be expected to monitor the daily
operations of the team and also be responsible for the success of
the project. As such, the manager is expected to be a great
planner, able to execute plans, have knowhow on the project
timeline and be a good manager of teams.
To guide the instructional designer, explain and elaborate on
any doubt regarding the project and check the flow of the
content, there will be trainers and subject matters experts. It is
these people that will be charged with the role of checking the
success pf the project as well as ensuring that students and
teachers are trained on the use and the access of online
classrooms. Further, translators will also play a role in the
classrooms Martin, F., & Parker, M. A. (2016). With learning
occurring on a global scale, it is essential to take into
consideration people that communicate with different
languages. Translators will thus ensure that content is deli vered
in a language that all the students will be able to
comprehend.Conclusion.
There is a need to change the school’s curriculum to incorporate
new technology and accommodate diverse learning styles. The

institution is a non-for-profit, and it accommodates students
from all over the world. Technology will define the success of
future learning. It should be the aim of every learning
institution to include technology in service delivery so that the
maximum number of people can be impacted
References.
Alhabeeb, A., & Rowley, J. (2017). Critical success factors for
eLearning in Saudi Arabian universities. International Journal
of Educational Management.
Lacurezeani, R., Buchmann, R., Bresfelean, P., & Mares, V.
(2019). The Place of e-Learning in Romanian Universities'
Strategies. Informatica Economica, 15(1).
Martin, F., & Parker, M. A. (2016). Use of synchronous virtual
classrooms: Why, who, and how. MERLOT Journal of Online
Learning and Teaching, 10(2), 192-210.
Raja, R., & Nagasubramani, P. C. (2018). Impact of
modern technology in education. Journal of Applied and
Advanced Research, 3(1), 33-35.
Arkorful, V., & Abaidoo, N. (2015). The role of e-learning,
advantages and disadvantages of its adoption in higher
education. International Journal of Instructional Technology and
Distance Learning, 12(1), 29-42.
Running head: INSTITUTIONAL CHANGE 2
INSTITUTIONAL CHANGE 2

Overview of the Institution & Analysis of Need for Change
Deanna Buchanan
Southern New Hampshire University
Overview of the Institution
The hypothetical institution selected is a 4-year or above
private, not-for-profit institution in the category of A&S-
F/NGC: arts & sciences focus. This is an institution where over
80% of bachelor’s degrees focus on science and art. In these
institutions, “no graduate degrees were awarded in fields
corresponding to undergraduate majors” (Canergie
Classification, 2010). The instructional program of this
institution focuses on undergraduate education, and this is
regardless of the availability or extent of graduate education.
The institution has a majority of undergraduate enrollment
because it is a not-for-profit education and the most important
component of the institution is undergraduate education.
Vision, Mission, and Goals for the Institution
Mission
The institution provides students with quality educational
experiences in a diverse and free education setting leading to
successful completion of degree programs and proficiency in
basic skills. The institution focuses on career success by
fostering critical thinking, creativity, cultural awareness, and

effective communication. We strive to meet the needs of our
student population, which is geographically diverse, by
embracing equity and accountability through data-guided
decisions and achievable learning outcomes.
Vision
The institution focuses on providing successful education
opportunities to all students regardless of their background to
ensure their needs are met and empower them to counter life
challenges in the future.
Goal
Being a not-for-profit institution, its main aim is to ensure all
students can afford education. They are empowered with enough
knowledge regardless of their social or economic background in
this age and era of globalization.
The Need for the Change at the Institution
There is a need to change the school’s curriculum to incorporate
new technology and accommodate diverse learning styles. The
institution is a non-for-profit, and it accommodates students
from all over the world. This is why both internal and external
stakeholders need a transition to technology and a learning
environment that accommodates all students. So, the institution
must ensure there are diverse learning styles by considering the
backgrounds of all students. Students with different cultural,
social, and economic backgrounds learn differently. Providing
all these students is accommodated in a classroom is essential.
It is also important to incorporate technology as it is playing a
huge role in today’s learning environment.
According to Raja and Nagasubramani (2018), the learning and
interaction of modern-day students increase with the use of
technology. The authors assert that the transfer of knowledge
has become easy and effective with the use of technology in the
classroom. This provides enough reason why the institution
needs to accommodate technology. Ellington and Benders
(2012) state that adopting different learning styles will ensure
all students are accommodated in a classroom with students

from diverse geographical locations. This is an institution with
students from all over the world and understanding their
learning styles and adopting them is essential.
This change is required urgently because we are experiencing
very fast growth in the use of technology in the field of
education. Arkorful and Abaidoo (2015) assert that e-learning is
now playing a huge role in higher education. Technology is also
playing a huge role in the outside world, and it is important to
prepare our students to face the future world that will have been
taken over by technology. The use of technology will ensure
students will be able to learn and communicate with their
professors in whichever part of the globe they may be during
their holidays. This is a change that will affect both students
and the institution positively if implemented well.
References
Arkorful, V., & Abaidoo, N. (2015). The role of e-learning,
advantages and disadvantages of its adoption in higher
education. International Journal of Instructional Technology and
Distance Learning, 12(1), 29-42.
Carnegie Classification (2010). Classification Description:
Undergraduate Instructional Program Classification. Retrieved
from

https://carnegieclassifications.iu.edu/2010/descriptions/ugrad_p
rogram.php
Ellington, S., & Benders, D. (2012). Learning Style and it's
importance in Education. Accessed on 27th September 2021
https://www. researchgate.
net/publication/256022625_Learning_Style_and_it's_importance
_in_Education.
Raja, R., & Nagasubramani, P. C. (2018). Impact of modern
technology in education. Journal of Applied and Advanced
Research, 3(1), 33-35.
HEA 690 Final Project Guidelines and Rubric
Overview
As the final step in your journey toward your Master of Science
in Higher Education Administration, you will complete a
capstone that integrates the knowledge
and skills you have developed in previous coursework and over
the duration of the term by creating a change initiative proposal
where you will develop a
hypothetical institution to focus on from a provided list of
characteristics that address institution type, type of change, and
source of change. The combination of
the three will be the foundation of the hypothetical institution
and scenario that you will use for your capstone. With those
selections made, you will present a
clear, justifiable case for the institution to approve, support, and
fund your change initiative. To do so, you will develop a
coherent plan of action that
incorporates relevant tools, technologies, and resources needed
to implement the proposed change initiative. In addition, you

will identify a change
management strategy and comprehensive communications plan.
Finally, as a necessary component of any initiative, you will
then outline an evaluation plan for
the change initiative that will help future institutional leaders
evaluate success. The second component of this capstone entails
the development of a professional
presentation for senior executive review that provides an
overview of the initiative and its key components, with the goal
of gaining leadership’s support for your
change proposal.
Evaluation of Capstone
This capstone will be assessed somewhat differently than other
courses you have taken online at SNHU. There are two separate
components that operate
together to comprise the whole capstone experience and are not
assessed separately. You will be evaluated on both as a unit in
determining whether you have
demonstrated proficiency in each outcome. Your instructor will
guide you through this process, keeping a running narrative of
your strengths and weaknesses in
relation to the outcomes as you progress through the class. Your
work is expected to meet the highest professional standards.
This assessment will evaluate your mastery with respect to the
following outcomes:
, develop and implement innovative strategies based
on empirically derived data and research to address the
challenges facing higher education
which further an institution’s mission, vision, and goals
program
effectiveness that address underrepresented needs of the

increasingly diverse college
student population
education for its reciprocity between institutional, local, and
national policy
inform institutional decision making
collaboration, and data-based continuous improvement as an
administrator across institutional
units
to budgeting, resource allocation, and funding to support an
institution’s strategic goals
Prompt
You will first develop a change initiative proposal between 16
and 20 pages that provides, at a minimum, an overview of the
institution and analysis of need for
change as well a series of plans including an action, evaluation,
and communication plan. You will also submit a presentation
that should be developed for your
identified target audience.
Capstone Component 1: Change Initiative Proposal
For the first of the two capstone components, you will prepare a

proposal that seeks to obtain approval, support, and funding for
a change initiative at a
hypothetical institution of higher education that is described by
a set of characteristics of your choosing. Importantly, you will
also propose how your initiative
will be funded, with a focus on the institution’s budgetary
reallocation from existing programs or efforts.
You will base the hypothetical institution on your choice of
characteristics from a provided list that address institution type,
type of change and intended goal,
and source of change. The combination of the three will be the
foundation of the hypothetical institution that you will use for
your capstone. You are encouraged
and expected to add additional details and nuances to your
selected institution type, type of change and intended goal, and
source of change, all in line with your
particular areas of interest and expertise. You will then develop
a comprehensive proposal to facilitate innovative change for
that hypothetical institution, as the
product of Capstone Component 1.
Institution Type
Institution type presents institutions with differing
characteristics based on the Carnegie Classifications. The
Carnegie Classification system offers higher
education researchers and policymakers a framework for
referencing and grouping roughly comparable institutions. The
classifications are time-specific
snapshots of institutional characteristics and activities based on
national data. Please consult this website for a definition of
each of the characteristics and
categories included in the table below.
Institution Type

Inst. Level &
Control
Instructional Program Enrollment
Profile
Undergraduate
Profile
Size &
Setting
1 4-year or
above
Private not-
for profit
Undergraduate: A&S-
F/NGC
ExU4
FT4/MS/LTI
S4/HR
2 4-year or
above
Public
Graduate:
CompDoc/NMedVet

HU
MFT4/S/HTI
L4/NR
3 4-year or
above
Public
Graduate:
CompDoc/NMedVet
HU
FT4/MS/LTI or
FT4/S/LTI
L4/R
http://carnegieclassifications.iu.edu/descriptions/
4 2-year
Public
Assoc. ExU2
Mix2

L2
5 4-year or
above
Private
Any VHU or HU or
MU
PT4 M4/NR or
L4/NR
6 Your choice – please specify in the Overview of the
Institution & Analysis of the Need
for Change section of your Proposal--
Type of Change and Intended Goal
1. Curricular change–to incorporate new technology and
accommodate diverse learning styles
2. Administrative change–to improve efficiency, effectiveness,
and service to the customer
3. Academic support change–to systemically improve retention
and completion rates
4. Academic program change–to connect academic offerings
(and graduates) to the needs of the economy
5. Mode of delivery change–to systematically change mode of
delivery options for a diverse student audience from traditional
bricks and mortar to a
completely asynchronous environment
6. Academic philosophy change–to shift the academic enterprise
to a competency-based model

7. Your choice–please specify in the Overview of the Institution
& Analysis of Need for Change section of your proposal
Source of Change
1. Internal–an internal group of stakeholders or leaders is
requesting change. These might include faculty, administrators,
or staff.
2. External–an external group of stakeholders or leaders are
requesting change. These might include parents, lawmakers, a
governing board, influential
funders, or accrediting bodies, among others.
3. Internal and External—forces are such that the request or
need for change are coming from both internal and external
forces.
The following sections should be included as a minimum, but
you are not limited to this set:
I. Overview of the Institution & Analysis of Need for Change
This section should:
A. Provide an overview of the institution. At a minimum, you
should identify its level, control, instructional program,
enrollment, undergraduate
profile, size, and setting. Include other information that you feel
is necessary to establish a solid foundation for understanding
the institution you
have designed.
B. Provide a vision, mission, and goals for the institution you
have designed that is in alignment with, and supportive of, the

Carnegie Classifications
that you have selected.
C. Describe the need for the change at the institution. At a
minimum, you should specify with relevant data, the need that
your change initiative
will address within the context of the institution’s mission,
vision, and goals. It is also important to discuss the urgency of
the change or time
implications, and describe the impact if the change initiative is
not undertaken.
II. Action Plan: In this area you should specify what you are
proposing to do to address the need for change. This should be a
coherent plan of action that
incorporates relevant tools, technologies, and resources in the
implementation of the change initiative and ensures continued
compliance with legal and
regulatory requirements. At a minimum, provide a clear,
detailed work plan and implementation timeline. You may use
tables, outlines, or flowcharts as
necessary. You must address the following elements:
A. Specify the goal and at least three specific objectives for
your initiative. Guidance on the difference between goals and
objectives can be found
here.
B. Describe the steps that will be followed for reaching the goal
associated with each objective.
C. Identify the types of resources necessary to implement your

proposal (supplies, equipment, collection materials, staffing)
and estimated cost.
You should also propose a funding source through reallocation
of existing financial resources and articulate the impact of that
reallocation on
institutional stakeholders and mission and goals.
D. Briefly outline the roles and duties of key personnel needed
to complete these steps and the rationale for including each of
these individuals,
teams, committees, consultants, or other personnel.
III. Approach to Change: Describe how you propose to address
the change elements of this initiative. At a minimum, you
should specify who you see to be
the key stakeholders and change agents, what leadership
philosophy on change you propose will guide the change
initiative, and in what way this may
influence individual, collaborative, and organizational
structures.
IV. Evaluation Plan: This should include a comprehensive
description of the initiative’s evaluation plan. Consider
including how, and at what interval,
success or failure will be measured, and how the initiative
might impact the institution's stakeholders, including the
student population.
V. Communication Plan: This section should describe thorough
strategies and approaches to communication as is related to this

initiative. At a minimum,
you should discuss the intended key audiences, how the
communications will be delivered and at what frequency, and
how stakeholder input will be
gathered. You should consider including additional information
that you think is necessary to ensure a successful
communication of your proposed
change initiative over the long term.
Capstone Component 2: Presentation
After outlining an evaluation plan for the change initiative that
will help future institutional leaders evaluate success as your
first capstone component, you will
develop your second capstone component—a professional
presentation for senior executive review that provides an
overview of the initiative and its key
components, with the goal of gaining leadership’s support for
your change proposal. Your presentation should both articulate
a convincing need for change with
a defined plan to move forward and appeal to the leadership of
your hypothetical institution.
During the course of your career, you may be called upon to
conduct research and deliver findings in professional settings.
No matter how extensive the research
or accurate the conclusions, a weak presentation can undermine
your argument. A presentation is a tool to assist in making your
case to important stakeholders.
You should envision yourself giving this presentation before the
most senior leaders of your institution, including the
chancellor/president and his or her most
senior advisors.
https://www.range.co/blog/difference-between-goals-and-

objectives
This is your opportunity to demonstrate your understanding of
the need for change and your recommended solution. You will
present an overview of the need
for change and proposed action plan in a well-organized and
clear manner. Remember that you are seeking support of the
proposal, so delivering a coherent
message in a time-sensitive way is critical.
You should tailor your presentation to your audience, keeping
in mind that you are sharing your proposal with the most senior
leaders at your institution. This is a
high-stakes presentation! Prioritize explaining higher-level
information about the change initiative rather than low -level
details in order to help communicate a
clear understanding of what your plan is. Build confidence in
your audience that your change initiative will positively impact
your institution.
Add your voice to your presentation to bring it to life. This is
your opportunity to showcase your change initiative proposal
and explain how it will benefit your
institution. Keep your content professional, but feel free to add
some appropriate panache. You should include either speaker
notes with your presentation
(embedded or as an additional Microsoft Word document) or
audio narration. While you are welcome to develop your
presentation in Microsoft PowerPoint
slides, you may wish to explore the following presentation tools
to optimize audience engagement:
Presentation Tools:

a PowerPoint
presentation.
-on for Microsoft PowerPoint that allows you
to zoom in on details in slides, embed slides within others, etc.
for a Prezi-like experience.
Download necessary.
line.
webcam and microphone.
Awesome
Presentations and Slideshows
Presentation Resources: You may also find the following
resources helpful as you create your presentation:
extensive advice on how to maximize presentation tools to
convey your message to your audience.
specific guidance on optimizing your PowerPoint presentations.
pointers for tailoring your presentation to high-level
stakeholders.

Since you will not actually deliver this presentation in person,
you must create a self-sustaining presentation, with speaker
notes or audio included. The
presentation should adhere to the principles of an effective
presentation and all of your sources should be cited properly.
There is no minimum or maximum
number of slides required. You should use your best judgment
to create a presentation of appropriate length that will convey
all of the necessary information
while keeping the attention of your audience.
http://prezi.com/
http://www.microsoft.com/en-
us/download/details.aspx?id=28558
http://www.slideshare.net/
http://www.google.com/slides/about/
http://www.knovio.com/
https://support.apple.com/guide/quicktime-player/record-audio-
qtpf25d6f827/mac
http://www.educatorstechnology.com/2012/05/list-of-20-free-
tools-for-teachers-to.html
https://business.tutsplus.com/tutorials/powerpoint-presentation-
tips--cms-29886
http://cft.vanderbilt.edu/teaching-guides/technology/making-
better-powerpoint-presentations/
https://hbr.org/2012/10/how-to-present-to-senior-execu
Milestones
Milestone One: Overview of Institution and Analysis of Need
In Module Two, you will submit your Overview of Institution
and Analysis of Need. This milestone will be graded with the

Milestone One Rubric.
Milestone Two: Action Plan
In Module Four, you will submit your Action Plan. This
milestone will be graded with the Milestone Two Rubric.
Milestone Three: Approach to Change
In Module Five, you will submit your Approach to Change. This
milestone will be graded with the Milestone Three Rubric.
Milestone Four: Evaluation and Communication Plans
In Module Seven, you will submit your Evaluation and
Communication Plans. This milestone will be graded with the
Milestone Four Rubric.
Final Submission: Capstone Project
In Module Nine, 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 Overview of the Institution & Analysis of
Need for Change
Two Graded separately; Milestone One Rubric
Two Action Plan Four Graded separately; Milestone Two Rubric
Three Approach to Change Five Graded separately; Milestone
Three Rubric

Four Evaluation and Communication Plans Seven Graded
separately; Milestone Four Rubric
Final Submission: Change Initiative Proposal
and Presentation
Nine Graded separately; Final Project Rubric
Final Project Rubric
This rubric will be applied to all components as a whole, and no
component will be assessed on its own. The “Possible Indicators
of Success” are examples for you
and the instructor of the types of concepts to look for to
demonstrate proficiency. They are neither exhaustive nor
proscriptive and should be used as guides for
illustrating how your capstone embodies the outcome. All
outcomes are weighted equally.
Guidelines for Submission: Your change initiative proposal
should be between 16 and 20 pages with format and citations
conforming to APA writing conventions.
Your presentation should adhere to the principles of an effective
presentation, contain speaker notes, and all of your sources
should be cited properly.
HEA-690-01: Design, develop, and implement innovative
strategies based on empirically derived data and
research to address the challenges facing higher education

which further an institution’s mission, vision, and
goals
Proficient
100%
Not Proficient
0%
Possible Indicators of Success
Does the capstone demonstrate the student’s ability to identify
and analyze specific challenges facing an institution of higher
education within the context of that
institution’s mission, vision, and goals?
Does the capstone demonstrate the student’s ability to design
and develop innovative strategies by identifying goals and
objectives that attempt to address challenges
facing an institution of higher education within the context of
that institution’s mission, vision, and goals?
Does the capstone demonstrate the student’s ability to develop a
coherent plan of action that is realistically designed to
implement the change needs of an institution of
higher education?
Does the capstone demonstrate the student’s ability to analyze
empirically-derived data for identifying specific challenges
facing an institution of higher education within
the context of that institution’s mission, vision, and goals?
Does the capstone demonstrate the student’s ability to articulate
a convincing need for a change initiative in order to gain the
support of institutional leadership?

HEA-690-02: Apply empirical research methodologies to
evaluate program effectiveness that address
underrepresented needs of the increasingly diverse college
student population
Proficient
100%
Not Proficient
0%
Does the capstone demonstrate the student’s ability to design a
plan for collecting and interpreting data from a variety of
appropriate sources in order to evaluate the
impact of a change initiative over an appropriate timeframe?
valid and reliable data collection techniques to evaluate the
effectiveness of a change initiative?
valid and reliable data collection techniques that seek to
effectively address the impact of a change initiative
on institutional stakeholders, including the underrepresented
needs of the increasingly diverse student population?
Does the capstone demonstrate the student’s ability to
potentially implement an evaluation plan that has the potential
to, overall, effectively evaluate the effectiveness of a
change initiative over an appropriate timeframe?

HEA-690-03: Critically evaluate the historic and social context
of higher education for its reciprocity between
institutional, local, and national policy
Proficient
100%
Not Proficient
0%
Does the capstone demonstrate the student’s ability to critically
analyze current challenges and opportunities facing institutions
of higher education within the context of
broader historic and social trends to inform the creation of
effective change initiatives?
Does the capstone demonstrate the student’s ability to apply
knowledge of the historic and social context of higher education
to current challenges facing institutions of
higher education?
Does the capstone demonstrate the student’s ability to
effectively articulate to institutional leadership the challenges
and opportunities facing higher education within the
context of broader historic and social trends?
HEA-690-04: Utilize compliance, regulatory, and accreditation
standards to inform institutional decision-
making
Proficient
100%
Not Proficient

0%
Does the capstone demonstrate the student’s ability to design a
Change Initiative action plan that effectively identifies and
addresses relevant compliance, regulatory, and
accreditation standards?
Does the capstone demonstrate the student’s ability to develop
evaluation programs that incorporate measurements that adhere
to compliance, regulatory, and
Does the capstone demonstrate the student’s ability to create a
framework for institutional leaders that effectively addresses
relevant compliance, regulatory, and
HEA-690-05: Apply strategies for facilitating effective
communication, collaboration, and data-based
continuous improvement as an administrator across institutional
units
Proficient
100%
Not Proficient
0%
change programs that allow for potentially effective
collaboration and engagement of key stakeholders across
appropriate institutional units?

Does the capstone demonstrate the student’s ability to clearly
communicate the change initiative, the action plan, and
implications to key stakeholders across appropriate
institutional units?
change initiatives that facilitate data-based continuous
improvement across institutional units?
HEA-690-06: Apply empirically based financial management
skills related to budgeting, resource allocation,
and funding to support an institution’s strategic goals
Proficient
100%
Not Proficient
0%
Does the capstone demonstrate the student’s ability to devise an
implementation-worthy budget to fund a proposed change
initiative over a specified time frame?
Does the capstone demonstrate the student’s ability to identify
specific funding sources, through reallocation or new resources,
of a proposed change initiative, with a cost-
benefit and/or impact analysis?
Does the capstone demonstrate the student’s ability to critically
assess and evaluate the overall merit of a potential budgetary
allocation as it would support an institution’s
strategic goals?

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