Deanna Buchanan Institution affliction Critical analysis Davidson et al., (2014) investigates the implementation of technology in instruction and teaching. The subject is the investigation of technology in the education setup. The federal government requires teachers to incorporate technology in the education sector. In the extended range of the plan is that all the teachers to be holders of a masters degree from certified institutions (Davidson, Richardson& Jones, 2014). The teachers that the government uses only those teachers have skills that are useful in the century. Davidson et al., (2014) try to investigate the issue on the curriculum. The curriculum is the process of administering education and curriculum covers all activities that revolve around teaching. Education administrators formulate the curriculums that the teachers must follow. Besides those that do not follow the curriculum can have their licenses denied. In the case, the administrators require the teachers in Texas to incorporate technology in offering education (Davidson et al., 2014). The administrators say that through the plan the learners will acquire good education since the use of technology is efficient. In the study, Davidson et al. (2014) primary method of study was a qualitative approach. In the study, the authors explored the use of technology as a tool for teaching two urban schools. The samples of the study were the classroom and how the teachers used technology in the school set-up. In the strategy, the authors used inquiries and observations on the students. In the research, the authors tried to investigate the reasons behind teachers not using technology in the classroom (Davidson et al., 2014). There was no manipulation of the setting since the authors investigated the natural settings without any manipulation. The author used the multi-case study since he was trying to investigate two samples at around the same time while trying to investigate the same factor. The number of the participants was eight, and they all taught English in the schools. Before the research, the researchers obtained a permit from the administrators that allowed them to carry out the study (Davidson et al., 2014). Now that we understand the primary method of research let's elaborate on the major reason that the authors did the research. The federal government provides a rule that the teachers must use technology in offering instructions to the student. However, the teachers in the regions are reluctant to utilize the technology. Among the authors’ speculations was that underutilization was due to the teachers or were the barriers in the teachers. In the investigation, the author also tried to investigate if the teachers had any suggestion in the utilization of the projects (Davidson et al., 2014). In future research, there is a need to investigate the best method that the administrators can use to educate the teachers on the use of technology. In the study, Davidson et .

1. Deanna Buchanan
Institution affliction
Critical analysis
Davidson et al., (2014) investigates the implementation of
technology in instruction and teaching. The subject is the
investigation of technology in the education setup. The federal
government requires teachers to incorporate technology in the
education sector. In the extended range of the plan is that all the
teachers to be holders of a masters degree from certified
institutions (Davidson, Richardson& Jones, 2014). The
teachers that the government uses only those teachers have
skills that are useful in the century.
Davidson et al., (2014) try to investigate the issue on the
curriculum. The curriculum is the process of administering
education and curriculum covers all activities that revolve
around teaching. Education administrators formulate the
curriculums that the teachers must follow. Besides those that do
not follow the curriculum can have their licenses denied. In the
case, the administrators require the teachers in Texas to
incorporate technology in offering education (Davidson et al.,
2014). The administrators say that through the plan the learners
will acquire good education since the use of technology is
efficient.
In the study, Davidson et al. (2014) primary method of study
was a qualitative approach. In the study, the authors explored
the use of technology as a tool for teaching two urban schools.
The samples of the study were the classroom and how the
teachers used technology in the school set-up. In the strategy,
the authors used inquiries and observations on the students. In

2. the research, the authors tried to investigate the reasons behind
teachers not using technology in the classroom (Davidson et al.,
2014). There was no manipulation of the setting since the
authors investigated the natural settings without any
manipulation. The author used the multi-case study since he
was trying to investigate two samples at around the same time
while trying to investigate the same factor. The number of the
participants was eight, and they all taught English in the
schools. Before the research, the researchers obtained a permit
from the administrators that allowed them to carry out the study
(Davidson et al., 2014).
Now that we understand the primary method of research let's
elaborate on the major reason that the authors did the research.
The federal government provides a rule that the teachers must
use technology in offering instructions to the student. However,
the teachers in the regions are reluctant to utilize the
technology. Among the authors’ speculations was that
underutilization was due to the teachers or were the barriers in
the teachers. In the investigation, the author also tried to
investigate if the teachers had any suggestion in the utilization
of the projects (Davidson et al., 2014).
In future research, there is a need to investigate the best method
that the administrators can use to educate the teachers on the
use of technology. In the study, Davidson et al. (2014) find out
that the primary reason that there is an underutilization of
technology in the education setup is the lack of knowledge in
the teachers. Therefore, investigating the best method to
educate the teachers in the direction of the research. The
education administrators need to use the most appropriate way
to offer knowledge to the teachers to ensure that they utilize
technology in the classroom setup.
Technology and disabled students
At most times the students with disabilities do not receive

3. education on equal grounds like the other healthy children since
the students are disabled. Besides, the teachers find it difficult
to offer education to the students with special needs since they
lack knowledge on how to handle the students. However, with
the integration of technology, the students will be able to learn
effectively like regular students. Incorporation of technology
will assist the students by replacing the feature that is missing
in the student. In an instance, a word processor and google
voice recorder will offer great help to the students who lack
hands (Adyrkhaev, 2016). On the other hand, online classes will
provide support to those students who cannot move to the
students. In the situation, technology will offer the students
with capabilities like the other students. Secondly, the students
will motivate the students. Technology will assist the students
with spelling checkers, auto-corrects, an online dictionary. Such
features would be difficult to perform without technology.
Thirdly, technology also provides portable note-taking devices
that make it possible for students to take notes like other
children (Adyrkhaev, 2016). An example is the Alpha-Smart
3000 keyboard that records notes from recording and converts
them to readable notes. Besides, Alpha-Smart 3000 device is
more comfortable to operate. Therefore, learners of all levels
can utilize the equipment. Lastly, technology will expand the
cognitive ability of the students since the computer screens
provide the visuals that would not be clear on drawing with
hands (Adyrkhaev, 2016). The strategy will increase the overall
outreach of the students since they are familiar with technology
in areas outside of school. Incorporating technology will
enhance learning since many of students in schools right now
are born in the computer era. Besides, technology also provides
technology for remote learning. Therefore, it will promote
outreach.
References
Adyrkhaev, S. G. (2016). Modern technology of physical
education of disabled students in conditions of inclusive

4. education. Pedagogics, psychology, medical-biological
problems of physical training and sports, 20(1), 4-12.
Davidson, L. Y. J., Richardson, M., & Jones, D. (2014).
Teachers' Perspective on Using Technology as an Instructional
Tool. Research in Higher Education Journal, 24.
Deanna Buchanan
This Photo by Unknown Author is licensed under CC BY-SA
This Photo by Unknown Author is licensed under CC BY-NC
This Photo by Unknown Author is licensed under CC BY-NC
Tennessee State University, a Historically Black
College/University (HBCU), fosters scholarly inquiry and
research, life-long learning, and a commitment to service.
Tennessee State University aspires to achieve national and
international prominence, building on its heritage and preparing
leaders for a global society.
ExcellenceLearningAccountabilityIntegrityShared
governanceDiversityService

5. This Photo by Unknown Author is licensed under CC BY-NC-
ND
This Photo by Unknown Author is licensed under CC BY-NC
Howard University, a culturally diverse, comprehensive,
research intensive and historically Black private university,
provides an educational experience of exceptional quality at the
undergraduate, graduate, and professional levels to students of
high academic standing and potential, with particular emphasis
upon educational opportunities for Black students. Moreover,
the University is dedicated to attracting and sustaining a cadre
of faculty who are,
through their teaching, research and service, committed to the
development of distinguished, historically aware, and
compassionate graduates and to the discovery of solutions to
human problems in the United States and throughout the world.
With an abiding interest in both domestic and international
affairs, the University is committed to continuing to produce
leaders for America and the global community.
Excellence, leadership, service, and truth are our core values.
Howard’s aim is to forward the development of scholars and
professionals who drive change, and engage in scholarship that
provides solutions to contemporary global problems,
particularly ones impacting the African Diaspora

6. Common themes in the missions, visions and goals of these
higher education institutions include:
- offering excellent quality
education
-nurturing upcoming professionals
- commitment to cultural diversity
Higher education formation and governance
-Federal policies impact the process of setting university
programs such as their curriculum structure, program offerings,
and tenure policies which impacts career advancement training
processes.
The workforce
- Federal policies determine the employment criteria of the
employees of the institutions. The local regions to these
universities are experiencing a skills gap that will soon affect
the institution’s demands for estimated labor market
Education Accessibility
- Federal policies affect the number of students who qualify for
these higher institutions. Bright poor students who may fail to
qualify following their environment and be denied the
opportunity for a good education and a promising future career.
Tuition Increase Timeline
Deanna Buchanan

7. Tuition increase
Tuition has been increasing for years. Tuition is a big part of
people debt today. Getting a college education is getting so
expensive people will decide not to go. Some people go to
college and can not find a job in their field but they will have to
continue to pay off their student debt. This time line will show
how drastically tuition have been on the rise.
Tuition Increase
1944:G.I. Bill was created to help World War II soldiers get a
higher education. By 1940 47% of college students was
veterans.
The Higher Education Act lays out the terms for Guaranteed
Student Loans which guaranteed payment.
Tuition increase
1972: Congress creates the Basic Educational Opportunity Grant
— the forerunner to today's Pell Grants — which increased
tuition assistance for middle-class Americans.
1976: Universities begins using a standard financial aid form
known as FAFSA.
Tuition increase
1976: The average cost of tuition, room, board, and expenses at
a private college reaches $16,213 per year. A public college
costs on average $7,833 per year.
1976: Students applying for a Pell Grant receive an average of
$3,167.
1978: Congress passes the Middle Income Student Assistance
Act, which provides grants and loans for middle class students
and families.

8. Tuition increase
1983: The Student Loan Consolidation and Technical
Amendments Act lets borrowers consolidate student loans from
multiple lenders.
1986: The average cost for tuition, room, board, and expenses at
a private college becomes $19,708 per year. A public college
now costs on average $8,543.
1987: Congress renames Guaranteed Student Loans in honor of
Robert Stafford, a Vermont politician who supported education
during his career in the Senate. By 2006, when he died, the
government would give out about 14 million Stafford Loans.
Tuition Increase
1991: Average cost for tuition, room, board, and expenses at a
private college soars to $24,663 annually. For a public school,
the cost is $9,286 on average for one year of school.
1992: Unsubsidized Stafford Loans, which let students borrow
money inexpensively but accumulate interest while the students
are in school, are introduced. By 2012, the average amount
borrowed by students in combined subsidized and unsubsidized
Stafford Loans jumps to $8,230.
1996: Average cost of a private college, including room and
board and expenses, reaches $27,202 in 2015 dollars. A year of
school at a public university costs $10,552 on average.
Tuition Increase
1997: The College Board allows families to file FAFSA
applications online, beginning the transition to digital
applications. In 2013, the number of FAFSA applications tops
17 million.

9. 2001: The average cost of a private college, including room and
board and expenses, reaches $30,716 per year. A year of school
at a public university costs $11,655 on average.
2004: Sallie Mae, originally a government-backed organization,
becomes a private corporation. The company issues $13.7
billion in student loans.
2005: The average student loan balance reaches $15,864.
Tuition Increase
2006: The average cost of a private college, including room and
board and expenses, reaches $35,106 in 2015 dollars. For public
school, the average price is $14,797.
2006: Starting in July 2006, all Stafford Loans are issued with a
fixed interest rate. (Previously, interest rates varied depending
on whether a borrower was still in school or had already started
making payments.) That year, Stafford Loans had an interest
rate of 6.8 percent.
2007: The College Cost Reduction and Access Act gives
borrowers more ways to repay loans and access federal
education funding, leading to the largest increase in federal
student aid since the G.I. Bill.
Tuition Increase
2008: The global financial crisis leads to government budget
cuts, and funding for Federal Direct Loans shrinks from $7
billion to $509 million.
2010: The Health Care and Education Reconciliation Act
increases the maximum Pell Grant and gives the Education
Department authority to administer loans, leading to an
estimated $19 billion reduction in the federal deficit.
2011: The Budget Control Act phases out subsidized Stafford
Loans for graduate students, who can now borrow up to $20,500

10. a year in unsubsidized Stafford Loans but who don't get help
paying interest while they're in school.
Tuition increase
2011: The average cost of a private college, including room and
board and expenses, reaches $39,918. Public university costs an
average of $17,710 annually.
2012: The average student loan balance reaches almost $25,000,
almost $10,000 more than it was a decade previous.
2015: Average cost of a private college, including room and
board and expenses, reaches $43,921. A year of school at a
public college now costs an average of $19,548.
Tuition increase
Tuition of College in 1976
private college reaches $16,213 per year. A public college costs
on average $7,833 per year.
Tuition of colleges now
private college, including room and board and expenses, reaches
$43,921. A year of school at a public college now costs an
average of $19,548.
Accreditation Timeline
Accreditation
1880s: The first regional accrediting agencies formed with
particular focus on educational standards and admissions
procedures.
The need to develop transfer of credit policies and equivalency

11. of degrees between the United States and foreign countries
drove the process towards national standards.
Accreditation
1912: 23 private career schools created ACICS (then called the
National Association of Accredited Commercial Schools),
which became one of the first national accrediting agencies.
1918: The American Council on Education (ACE) was formed
which is a national association for higher education institutions
interested in standardization, effectiveness and reducing
duplication in the accreditation process.
1930: accreditation had become a well established element of
the higher education landscape
Accreditation
1949: Efforts were underway to deal with the rapid expansion,
and the major national higher education associations came
together to create a national association on institutional
accreditation called the National Commission on Accrediting
(NCA).
1950: 1950s. NACBS becomes Accrediting Commission of
Business Schools (ACBS).
1952: Congress passed the Veteran’s Readjustment Assistance
Act, which mandated the U.S. Secretary of Education (then
Commissioner of Education) to publish a list of recognized
accreditation associations.
1956: ACICS was recognized by the U.S. Secretary of
Education
Accreditation
1965: Congress enacted the Higher Education Act, which
regulates accreditation in the United States. 150,000 students

12. enrolled in accredited member institutions.
1975: the self-regulating accrediting agencies sought to
improve the process of accreditation and NCA and FRACHE
merged to create a national organization with a wide
membership base called the Council on Postsecondary
Accreditation (COPA).
1980: U.S. Department of Education (ED) is formed
Accreditation
1991. AICS is renamed the Accrediting Council for Independent
Colleges and Schools (ACICS).
The Council for Higher Education Accreditation (CHEA) is
formed; ACICS is one of only two national accreditors
recognized by both ED and CHEA
Accreditation
2011: ACICS scope: assuring the quality of institutions
providing applied professional, technical and occupational
education. ACICS’ standards among strongest in career
education accreditation. Agency accredits more than 850
institutions, serving more than 880,000 students in 46 states and
10 countries
2012: ACICS celebrates its Centennial Anniversary.
References:
Levine, R. B. (2016, January 25). When Did College Costs and
Student Debt Spiral Out of Control? Retrieved from
https://www.chase.com/news/011916-student-timeline
(n.d.). Retrieved March 21, 2019, from
http://www.acics.org/accreditation/content.aspx?id=2258
Van Horn, R. (2002). Virtual Libraries and Valuable .PDF

13. Downloads. Phi Delta Kappan, 83(10), pp.732-734.
Issues Influencing Higher Education
Deanna Buchanan
Higher education has a lot of issues. There are good issues and
some bad issues. The issues I will be speaking on can influence
higher education in a major way. One of the issues is
accreditation of university’s, and another issue is the rise of
tuition.
Accreditation shows the quality of higher education with a
university. If a college is not accredited, that can influence a lot
of things. According to About Accreditation | Council for
Higher Education Accreditation, some of the things that can
influence higher education:
· Students who want federal (and sometimes state) grants and
loans need to attend a college, university, or program that is
accredited.
· Employers ask if a college, university, or program is
accredited before deciding to provide tuition assistance to
current employees, evaluating the credentials of new employees,

14. or making a charitable contribution.
· The federal government requires that a college, university, or
program be accredited in order to be eligible for federal grants
and loans or other federal funds.
· State governments require that a college, university, or
program be accredited when they make state funds available to
students or institutions and when they allow students to sit for
state licensure examinations in some professional fields.
A rise in tuition is another factor that influences higher
education. Student loans are the biggest debt for college
graduates and college dropouts. Universities tuition is so high
people choose not to go, or they go and drop out because it is
not affordable. So now people are finding alternative routes to
attend school. So people attend a community college then
transfer to a four-year school so they will not collect so much
debt. Tuition play a major role in higher education.
Some of the universities I will be talking about is Tennesee
State University, Winthrop University, and Howard University.

15. References:
Chea.org. (2019). About Accreditation | Council for Higher
Education Accreditation. [online] Available at:
https://www.chea.org/about-accreditation [Accessed 16 Mar.
2019].
Everythingfinanceblog.com. (2019). [online] Available at:
https://everythingfinanceblog.com/18242/effects-of-high-
tuition-costs.html [Accessed 16 Mar. 2019].
HEA 520 Final Project Guidelines and Rubric
Overview
The final project for this course is the creation of a research
paper.
The landscape of higher education is constantly changing to
respond to internal and external factors such as shifting
demographics, federal and state government
regulations, state funding, educational system changes, and
costs. These factors produce both planned and unplanned
changes in the higher education

16. organization, which, in turn, impact students, employees, and
organizational health. To be effective leaders, higher education
administrators must be astute in
recognizing, naming, planning for, and responding to these
changes that impact the sociotechnical, structural, and cultural
systems of university organizations.
For the final project, you will create a research paper on a
contemporary national issue addressing the current shifts and
changing role of higher education in the
twenty-first century. You will analyze the historical and current
impact of the issue and associated trend on higher education
institutions, using empirical data to
illustrate how and why the trend impacts higher education
institutions now and in the future. You will conclude your
research paper by reflecting on the impact
of the issue on your personal educational and professional
experiences and pursuits.
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, Four, and Six. The final submission will be due in Module
Nine.
In this assignment, you will demonstrate your mastery of the
following course outcomes:
of higher education through the use of empirical data
improve achievement amongst underrepresented students in
higher education institutions

17. influencing higher education and educational institutions’
missions, visions, and goals
field of higher education on decision-making trends in higher
education institutions
issues on twenty-first-century students and professionals in the
field of higher education
Prompt
Your research paper should answer the following prompt: You
will begin your project by selecting a contemporary issue that is
addressing current shifts and the
changing role of higher education in the twenty-first century.
Specifically, you must select an issue that is influencing
technological trends in the field. Your
instructor can assist you in your selection of an issue. Once you
select an issue, you will analyze the evolution of the issue and
its modern impact on higher
education institutions. To analyze the modern impact of the
issue on higher education institutions, you will use a sample of
institutions. You will create this
sample by randomly selecting higher education institutions
across the nation to study. You will then base your analysis on
this sample, drawing conclusions about
the trends in the institutions and the impact on the institutions
as a whole. To conclude your research paper, you will narrow
your focus of the issue to reflect on
the personal impact, thinking about your student and/or
professional experiences in higher education.

18. Specifically, the following critical elements must be addressed:
I. Historical Analysis: To begin, you will analyze the evolution
of your selected issue and associated trend.
a) Describe your selected national issue influencing the field of
higher education and the trend associated with the issue.
b) Analyze how the selected national issue has evolved
throughout history, identifying key influential factors and
events and supporting your
analysis with evidence.
c) Analyze how the associated trend has evolved throughout
history, identifying key influential factors and events and
supporting your analysis
with evidence.
II. Institutional Impact: In this section, you will analyze the
institutional impact of your selected issue using a sample of
higher education institutions. You
will create a sample by selecting higher education institutions
across the nation, identify themes throughout the sample, and
analyze the impact of the
issue on this sample to inform your conclusions.
a) Describe common themes in the missions, visions, and goals
of the institutions and explain how the identified issue impacts
each institution’s
ability to deliver on its mission, vision, and goals.

19. b) Describe the relevant state and federal policies that impact
the missions, visions, and goals of the institutions with respect
to the issue and
describe the impact of these policies.
c) Describe the role of technology in the institutions in relation
to the issue. Support your description with evidence. For
example, is technology
used to assist in curriculum delivery or student access?
d) Define the student demographics in your selected sample of
higher education institutions. Specifically, what groups are
underrepresented, and
how does this compare to national trends?
e) How can technology be used to improve student achievement
for the previously identified underrepresented students? You
might consider
technology as a tool to deliver curriculum.
f) Determine the impact of the issue on program offerings. What
assumptions are you making about the institutions’ decision-
making processes?
Support your conclusions with evidence. For example, has the
issue influenced institutions to offer specific programs?
g) Determine the impact of the issue on funding. What
assumptions are you making about the institutions’ decision-
making processes? Support
your conclusions with evidence. For example, has the issue
influenced institutions to enact new policies around funding, or
have sources of
funding changed?
h) Determine the impact of the issue on student outreach. What
assumptions are you making about the institutions’ decision-

20. making processes?
Support your conclusions with evidence. For example, has the
issue influenced institutions to organize specific student
activities or outreach
strategies?
III. Conclusion: Now that you have analyzed the impact of the
issue on the field of higher education, you will reflect on the
impact of the issue on your
student and/or professional experience.
a) Explain how your selected issue has personally impacted you
as a student and/or professional in the field of higher education.
For example, as a
student, the issue may have impacted your access to education
or the delivery of curriculum, or as a professional, the issue
may have impacted
your ability to fund your specific programs.
b) Describe how you might attempt to address the issue if you
were a high-ranking professional in a higher education
institution, explaining your
rationale. Consider state and federal regulations that may
impact your decision making.
c) Analyze the mission, vision, and goals of an institution where
you have experience, either as a student or employee, for how
the institution
addresses your selected contemporary issue. For example, are
there gaps among the mission, vision, and goals and the selected
issue?

21. d) Based on your analysis, predict the future direction of the
issue and its impact on you, either as an aspiring professional in
the field of higher
education or a professional currently in the field. For example,
how might the issue continue to evolve, and how will this
impact your
professional pursuits?
Milestones
Milestone One: Timeline
In Module Two, you will submit a visual timeline illustrating
the evolution of your selected issue and associated trend. This
timeline should show the progression
of a contemporary issue from its origin to its current state,
illustrating all the watershed events that led to the issue’s
current state. Be sure to provide enough
explanation within the timeline so the audience can follow the
information from beginning to end. This milestone will be
graded with the Milestone One Rubric.
Milestone Two: Presentation
In Module Four, you will submit a presentation about the
relevant state and federal policies that impact the missions,
visions, and goals of the sample
institutions you have chosen, with respect to the issue. Also,
describe the impact of these policies on the sample institutions.
You may use any type of software
application to create your presentation, such as Microsoft
PowerPoint or Prezi. This milestone will be graded with the
Milestone Two Rubric.
Milestone Three: Article Analysis on Technology in Curriculum
and Teaching
In Module Six, you will submit an article analysis. Critically

22. analyze a research article that focuses on your chosen
contemporary higher education issue related to
technology in curriculum and teaching. Determine the impact of
the issue on student outreach. Additionally, discuss how
technology can be used to improve
student achievement for underrepresented students.
The research article must be taken from one of the following
top-tier, peer-reviewed journals: Research in Higher Education,
Review of Higher Education, Journal
of Higher Education, or Peabody Journal of Education and
Teaching. An article analysis is the basic format of a literature
review for a single article. Select an
article from top-tier, peer-reviewed journals and discuss the
type of research, the research question, and the strengths and
weaknesses of the article’s impact on
the subject. This milestone will be graded with the Milestone
Three Rubric.
Final Submission: Research Paper
In Module Nine, you will submit your research paper. 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
Product Rubric.
Deliverables
Milestone Deliverable Module Due Grading

23. One Timeline Two Graded separately; Milestone One Rubric
Two Presentation Four Graded separately; Milestone Two
Rubric
Three Article Analysis on Technology in
Curriculum and Teaching
Six Graded separately; Milestone Three Rubric
Final Submission: Research Paper Nine Graded separately;
Final Project Rubric
Final Project Rubric
Guidelines for Submission: Your research paper must be 6–8
pages in length and must adhere to standard formatting (Times
New Roman, 12-point font, one-
inch margins), using the most recent version of the APA style
manual for citations.
Critical Elements Exemplary (100%) Proficient (90%) Needs
Improvement (70%) Not Evident (0%) Value
Historical Analysis:
Issue
Meets “Proficient” criteria and
description demonstrates keen
insight into the issue and
associated trend
Describes the selected national
issue influencing the field of
higher education and the trend

24. associated with the issue
Describes the selected national
issue influencing the field of
higher education and the trend
associated with the issue but
with gaps in detail or accuracy
Does not describe the selected
national issue influencing the
field of higher education and
the trend associated with the
issue
6.3
Historical Analysis:
National Issue
Evolved
Meets “Proficient” criteria and
demonstrates keen insight into
analyzing the evolution of the
issue through the use of
evidence
Analyzes how the selected
national issue has evolved
throughout history, identifying
key influential factors and
events, supporting analysis with
evidence
Analyzes how the selected
national issue has evolved

25. throughout history, identifying
key influential factors and
events, supporting analysis with
evidence, but with gaps in
detail, accuracy, or support
Does not analyze how the
selected national issue has
evolved throughout history
6.3
Historical Analysis:
Trend Evolved
Meets “Proficient” criteria and
demonstrates keen insight into
analyzing the evolution of the
trend influencing higher
education through the use of
evidence
Analyzes how the associated
trend has evolved throughout
history, identifying key
influential factors and events,
supporting analysis with
evidence
Analyzes how the associated
trend has evolved throughout
history, identifying key
influential factors and events,
supporting analysis with
evidence, but with gaps in
detail, accuracy, or support

26. Does not analyze how the
associated trend has evolved
throughout history
6.4
Institutional
Impact: Missions,
Visions, and Goals
Meets “Proficient” criteria and
demonstrates keen insight into
how issue impacts an
institution’s ability to deliver on
its mission, vision, and goals
Describes the common themes
in the missions, visions, and
goals of the institutions and
explains how the identified
issue impacts an institution’s
ability to deliver on its mission,
vision, and goals
Describes the common themes
in the missions, visions, and
goals of the institutions and
explains how the identified
issue impacts an institution’s
ability to deliver on its mission,
vision, and goals but with gaps
in detail or accuracy

27. Does not describe the common
themes in the missions, visions,
and goals of the institutions and
does not explain how the
identified issue impacts an
institution’s ability to deliver on
its mission, vision, and goals
6.3
Institutional
Impact: State and
Federal Policies
Meets “Proficient” criteria and
demonstrates keen insight into
how the relevant institutional,
state, and federal policies guide
the institutions in managing the
identified issue
Describes the relevant state and
federal policies that impact the
missions, visions, and goals of
the institutions with respect to
the issue and describes the
impact of these policies
Describes the relevant state and
federal policies that impact the
missions, visions, and goals of
the institutions with respect to
the issue and describes the
impact of these policies but

28. with gaps in detail or accuracy
Does not describe the relevant
state and federal policies that
impact the missions, visions,
and goals of the institutions
with respect to the issue and
does not describe the impact of
these policies
6.3
Institutional
Impact: Role of
Technology
Meets “Proficient” criteria and
demonstrates keen insight into
the role of technology in higher
education in relation to the
issue
Describes the role of technology
in the institutions in relation to
the current issue, supporting
with evidence
Describes the role of technology
in the institutions in relation to
the current issue, supporting
with evidence, but with gaps in
detail, accuracy, or support
Does not describe the role of
technology in the institutions in

29. relation to the current issue
6.3
Institutional
Impact: Student
Demographics
Meets “Proficient” criteria and
demonstrates keen insight into
how the underrepresented
groups at an institution
compare with national trends
Defines the student
demographics in the sample of
institutions, identifying the
underrepresented groups, and
explains how these groups
compare to national trends
Defines the student
demographics in the sample of
institutions, identifying the
underrepresented groups, and
explains how these groups
compare to national trends but
with gaps in detail, accuracy, or
logic
Does not define the student
demographics in the sample of
institutions, identifying the
underrepresented groups, and
does not explain how these
groups compare to national

30. trends
6.3
Institutional
Impact: Technology
to Improve
Meets “Proficient” criteria and
demonstrates keen insight into
how technology can be used to
improve student achievement
for underrepresented students
Describes how technology can
be used to improve student
achievement for the identified
underrepresented students
Describes how technology can
be used to improve student
achievement for the identified
underrepresented students but
with gaps in detail or logic
Does not describe how
technology can be used to
improve student achievement
for the identified
underrepresented students
6.4

31. Institutional
Impact: Program
Offerings
Meets “Proficient” criteria and
demonstrates keen insight into
the impact of contemporary
issues on higher education
program offerings
Determines the impact of the
issue on program offerings,
outlining assumptions made
about the decision-making
process and supporting
conclusions with evidence
Determines the impact of the
issue on program offerings,
outlining assumptions made
about the decision-making
process and supporting
conclusions with evidence but
with gaps in detail, accuracy, or
support
Does not determine the impact
of the issue on program
offerings
6.3
Institutional
Impact: Funding

32. Meets “Proficient” criteria and
demonstrates keen insight into
the impact of contemporary
issues on higher education
funding
Determines the impact of the
issue on funding, outlining
assumptions made about the
decision-making process and
supporting conclusions with
evidence
Determines the impact of the
issue on funding, outlining
assumptions made about the
decision-making process and
supporting conclusions with
evidence, but with gaps in
detail, accuracy, or support
Does not determine the impact
of the issue on funding
6.3
Institutional
Impact: Student
Outreach
Meets “Proficient” criteria and
demonstrates keen insight into
the impact of contemporary
issues on higher education

33. student outreach
Determines the impact of the
issue on student outreach,
outlining assumptions made
about the decision-making
process and supporting
conclusions with evidence
Determines the impact of the
issue on student outreach,
outlining assumptions made
about the decision-making
process and supporting
conclusions with evidence, but
with gaps in detail, accuracy, or
support
Does not determine the impact
of the issue on student
outreach
6.4
Conclusion:
Impacted You
Meets “Proficient” criteria and
demonstrates keen insight into
how the issue personally
impacts students and/or
professionals in the field of
higher education
Explains how the selected issue
has had personal impact as a

34. student and/or professional in
the field of higher education
Explains how the selected issue
has had personal impact as a
student and/or professional in
the field of higher education
but with gaps in detail or logic
Does not explain how the
selected issue has had personal
impact as a student and/or
professional in the field of
higher education
6.3
Conclusion:
Address the Issue
Meets “Proficient” criteria and
demonstrates keen insight into
how the issue might be
addressed in a higher education
institution
Describes how one might
attempt to address the issue if
one were a high-ranking
individual in a higher education
institution, explaining the
rationale
Describes how one might
attempt to address the issue if
one were a high-ranking

35. individual in a higher education
institution, explaining the
rationale, but with gaps in
detail, logic, or support
Does not describe how one
might attempt to address the
issue if one were a high-ranking
individual in a higher education
institution
6.3
Conclusion:
Mission, Vision,
and Goals
Meets “Proficient” criteria and
demonstrates keen insight into
the relationship between an
institution’s mission, vision, and
goals and contemporary issues
in higher education
Analyzes the mission, vision,
and goals of an institution
where one has experience
either as a student or employee
for how the institution
addresses the selected
contemporary issue

36. Analyzes the mission, vision,
and goals of an institution
where one has experience
either as a student or employee
for how the institution
addresses the selected
contemporary issue but with
gaps in detail or logic
Does not analyze the mission,
vision, and goals of an
institution where one has
experience either as a student
or employee for how the
institution addresses the
selected contemporary issue
6.4
Conclusion: Future
Direction
Meets “Proficient” criteria and
demonstrates keen insight into
the potential future direction of
the issue and its impact on
professionals in the field of
higher education
Predicts the future direction of
the issue and its impact on the
aspiring professional in the field
of higher education or a
professional currently in the
field, based on the previous
analysis

37. Predicts the future direction of
the issue and its impact on the
aspiring professional in the field
of higher education or a
professional currently in the
field but with gaps in detail or
logic or prediction is not based
on the previous analysis
Does not predict the future
direction of the issue and its
impact on the aspiring
professional in the field of
higher education or a
professional currently in the
field
6.4
Articulation of
Response
Submission is free of errors
related to citations, grammar,
spelling, syntax, and
organization and is presented in
a professional and easy-to-read
format
Submission has no major errors
related to citations, grammar,
spelling, syntax, or organization
Submission has major errors
related to citations, grammar,

38. 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
5
Total 100%
Outline 7-2
Write an outline or rough draft of your research paper’s
conclusion (Section III of the Final Project Guidelines and
Rubric) and post it to the discussion topic.
This outline is for my final research paper. I will upload all my
information leading up to this point. So, with this information
you can create an outline and add thing as you see fit. I will
upload rubric for the final paper as well so you can see the
information needed in the paper.
********This outline is for the conclusion of my paper
only*********
Everything I’m giving will lead up to the final paper that I will
have you do in another week or so