HEA 560 Milestone Two Developing Policies

HEA 560 Milestone Two Developing Policies

Order ID	53563633773
Type	Essay
Writer Level	Masters
Style	APA
Sources/References	4
Perfect Number of Pages to Order	5-10 Pages

Description/Paper Instructions

HEA 560 Milestone Two Developing Policies

 

HEA 560 Milestone Two Guidelines and Rubric Policies can be developed to provide recommendations for courses of action to be taken, allocate (or re-allocate) resources, develop solutions to counteract or resolve problems, or grant authority to individuals.

Policies can also be created to develop formal collaborations or partnerships between agencies, create new rules or regulations, or guide strategic efforts in new directions. Whatever the purpose, the intended outcomes of policies are often to remediate a problem or take advantage of a new opportunity through a course of action.

In the context of higher education, high-level critical issues associated with students’ preparation for college-level academics, access to educational institutions, and success in terms of retention and degree completion need to be considered in policy development.

As you draft your proposed admission policy, it is important to consider the intended and unintended outcomes of the admission policy. It may be useful to research how other admission policies have been enacted at other institutions to gauge the potential outcomes that may occur at your institution as well.

While it may appear as though administrations at institutions would be excited to see dramatic increases in enrollment figures, consider the short-term and long-term effects of increased headcounts, including impacts on class sizes, the availability of courses for students, whether students have the ability to enter into the academic majors of their choice, and whether there is sufficient capacity in residential housing for students.

Additionally, consider the constellation of services traditional institutions offer to their students—dining services, counseling and academic advising, medical care, and so on. How will those types of services and facilities be impacted by increases in enrollments?

Alterations to admission requirements may lower institutional selectivity and prestige, lower student satisfaction (especially if they cannot register for required courses because the courses are at capacity), or lead to decreases in retention and graduation rates.

All of these factors need to be considered by higher education administrators when developing policies associated with students’ enrollment. At this stage, begin brainstorming some of the unintended consequences of your admission policy for the institution.

In Module Four, you will research admission policies, and select and develop an admission policy. As you do so, consider the intended outcomes of the policy and whether the policy impacts the mission and vision of the institution. Specifically, the following critical elements must be addressed:

1. Proposed Policy a. Describe the proposed policy on student attainment, retention, and completion. How does the policy articulate the intent that admissions

become less selective in order to increase student enrollment, while maintaining compliance with higher education regulations? b. Devise and explain your proposed admission policy and include a minimum of two peer-reviewed references justifying your selection of the

policy. Defend your selection of this policy above other possibilities. c. This critical element will require a minimum of one-page following APA format.

1. Intended Outcomes a. Describe the intended outcomes of the policy on student attainment, retention, and completion. Consider the current state of the institution:

What are some reasons for implementing this policy? What are the potential impacts to the institution if the policy is not implemented? How might the policy alter the current state of the institution?

1. Predict the intended outcomes of the policy and include a minimum of two peer-reviewed references that provide supporting evidence for these forecasted outcomes.
2. This critical element will require a minimum of one-page following APA format.

III. Mission and Vision a. Articulate evidence of how elements of the mission and vision were considered when recommending the policy. Consider: What is the

relationship between the mission and vision of the institution and the crafting of policy? Why is it necessary to consider the mission and vision when crafting policy?

1. Describe the mission and vision of the higher education institution (as outlined in the written policy proposal guidelines). Justify how the proposed policy does not conflict with the mission and vision of the institution. Provide one example (at minimum) of how a policy similar to that which you are proposing has impacted a higher education institution with a similar mission and vision.
2. This critical element will require a minimum of one-page following APA format.
3. State and Federal Regulations a. Describe how variables of state and federal regulations were considered and included in the development of the policy. What are the state and

federal regulations that apply to enrollment, retention, and completion in higher education? Considering the policy, do the regulations seem logical? Why or why not?

1. Identify two federal regulations and two state regulations that apply to students’ enrollment, retention, or completion in higher education that are connected to your proposed policy.
2. This critical element will require a minimum of one-page following APA format.

Guidelines for Submission: Your paper must be submitted as a four- to five-page (plus a cover sheet and reference page) Microsoft Word document with double spacing, 12-point Times New Roman font, one-inch margins, and at least three sources cited in APA format (following the APA Manual 6th Edition). Ensure that the cover sheet and reference page are also in APA format.

Rubric Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value

Proposed Policy

Describes proposed policy on attainment, retention, and completion

Describes proposed policy but description is cursory or lacks detail

Does not describe proposed policy on attainment, retention, and completion

30

Intended Outcomes

Describes the intended outcomes of the policy on student attainment, retention, and completion

Describes the intended outcomes of the policy on student attainment, retention, and completion but lacks specificity

Does not describe intended outcomes of the policy on student attainment, retention, and completion

25

Mission and Vision

Articulates evidence of how elements of the mission and vision were considered when recommending policy

Articulates evidence of how elements of the mission and vision were considered when recommending policy but details are cursory and overgeneralized

Does not articulate evidence of how elements of the mission and vision were considered when recommending policy

15

State and Federal

Regulations

Describes how variables of state and federal regulations were considered and included in the development of the policy

Describes how variables of state and federal regulations were included in the development of the policy but lacks accuracy

Does not describe how variables of state and federal regulations were included in the development of the policy

10

Articulation of Response

Submission has no major errors related to citations, grammar, spelling, syntax, or organization

Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas

Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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HEA 560 Milestone Two Developing Policies

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