This is a North Central University course (EDU 7101), Week 5 Assignment: Support a Claim. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.

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NORTHCENTRAL UNIVERSITY
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Student: Orlanda Haynes
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EDU7101-8 Beverly Little, Ed.D
Foundation for Doctorial Study in Education Week 5 Assignment: Support a Claim
Faculty Use Only
Hello Orlanda,
Throughout your graduate program, you’ll be asked to “think critically” about what
you read. Critical thinking involves developing a critical eye, applying creativity,
analyzing and synthesizing material, and many other skills. But it all begins with a
simple maxim: Don’t believe everything you read.
In fact, as scholars, we can’t have an automatic reaction to what we read,
accepting something just because it’s been published in a journal or written by a famous
author, or rejecting an idea because it may not fit with what we’ve always thought to be
true. We have to use certain, established criteria to evaluate what we read, and in this
course we’ll look at one of those criteria: the use of logical arguments.
As Locke said,” logic is the anatomy of thought”, and a faulty anatomy, or faulty
logic can throw the entire structure off balance. Faulty logic not only reflects a poor
thought process, but can also be misleading and harmful when its conclusions are
turned into action. You have done an excellent job with your Week 5 professional
proposal. You have presented your argument with logical, current data and research. As
you begin Week 6, Prepare an Annotated Bibliography, please let me know if you have
any questions.

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“See” you in the class!
Warmest regards,
Dr. Little A October 6, 2016
<Faculty Name> <Grade Earned> <Date Graded>

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Week 5 Assignment: Support a Claim—Needs Assessment
Some public libraries in Northern California have operated adult literacy programs for
decades. Their primary goal is to support adult literacy programs and the learning needs of
communities they serve. These objectives are met, in part, through partnerships with financial
institutions, government and education organizations, including the University of California at
Davis, and the Solano Economic Development Corporation. Although their student ratio is 80%
non-traditional, the organizations do not offer distance education or adult education curriculum
(entirely pedagogical). This writing serves as a professional proposal to address the issues. The
intended recipients are the public libraries department heads.
The proposal suggests an adult needs and strengths assessment. A process designed to
understand problems and their extent, gather relevant information about the target population,
and to identify what gaps do or do not exist. The outcome, therefore, will provide insights as to
what needs the target population identifies as primary; if those needs lack support by current
programs and services; and if such needs align with the public libraries’ mission. The proposal
includes an overview of the needs and strengths assessment and the needs assessment plan,
excluding outcomes and learning objectives. As commonly known in 2013, the libraries revised
their primary mission. In that, the organization made a two-year commitment to offer adult
education curriculum, a shared decision-making policy, and courses flexibility (distant
education, face-to-face, and more start dates).
The fulfillment of such would have facilitated students’ upward mobility far greater than
the public libraries’ current brick and mortar option. Research suggests that some primary
benefits of distance education are that obstacles such as geographies, time-boundaries, and
traditional classroom structures do not exist (Allen & Seaman, 2003; Caruth & Caruth, 2013).

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Distance education is not a new concept. In 1863, for instance, Anna Eliot Ticknor founded the
first correspondence school in America. It removed geographical boundaries for thousands of
students. (Caruth & Caruth, 2013). Today, facilitated by emerging technology, millions of
students enjoy the benefits of distance education (Allen & Seaman, 2003; Anderson & Simpson,
2012; Evans & Haase, 2001; Kentnor, 2015).
Equally important, is the subject of the curriculum. Research suggests that children and
adults learn differently; therefore, the libraries’ current pedagogical model should be revised to
reflect best practice for the teaching and learning of adults (Marshak, 1983; Popper, et al., 2006;
Zimmerman et al., 2009). This proposal aligns with a fundamental aspect of the libraries’
mission, which is to provide comprehensive adult literacy programs that serve as vehicles for the
growth and development of communities they serve. Departments’ heads could use the findings,
for example, to guide teaching and learning practice; to update policies, services, and guidelines;
to set priority timelines; and to determine if the proposal aligns with the public libraries’ revised
mission (Cafferella, & Daffron, 2013).
Needs Assessment Plan
Data Collection and Analysis.
According to Cafferella and Daffron (2013) and Lodico et al. (,2010), Pearson
correlation coefficient, partial correlation coefficient, multiple regression coefficient, ANOVA,
and statistical equivalencies are useful tools for analyzing data from pre-and-post-tests, priority
rating charts, surveys, interviews, questionnaires, standardized tests, and alternative assessments.
Moreover, to allow for in-depth analysis of perceptions of current programs and services, course
delivery options, and curriculum—current and prior students, as well as educators and
administrators, will be invited to comprise focus groups.

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Assessment of Reliability and Validity.
Lodico, et al. (2010) and Cafferella and Daffron (2013) suggest using pilot tests, surveys
questionnaires, Spearman rho, Phi-coefficients, point-bi-serial correlations, criterion-related
validity measures, ANOVA, multiple variable analysis, simple graphical regressions, Venn
Diagrams, and scatterplots and matrix to test for reliability and validity.
Dissemination, Collection, and Reporting
Program planners, researchers, or their staffs usually collect instrument responses and,
then, prepare them for data analysis using computerized databases and statistical programs.
Either way, information will be kept confidential by using file cabinets that are password
protected, restrict access to, and discussions about, information collected, and by using data
aggregate to disclose findings. They also write executive summaries or reports and then shared
their findings with stakeholders, educators, and administrators, community leaders, students and
parents; and, in some instances, through newspapers, articles, and relevant websites (Cafferella,
& Daffron, 2013; Lodico, Spaulding, & Voegtle, 2010).
To summarize, the purpose of this writing is to originate a professional proposal based on
an issue or problem within an educational environment. Although non-traditional students
make-up 80% of the student enrollment at some Northern California public libraries adult
literacy programs, the organizations do not offer distance education or adult education
curriculum. The author suggests an adult needs and strength assessment. The content includes
an overview of the process excluding the plans’ outcomes and objectives.

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References
Allen, E. & Seaman, J. (2003). Sizing the opportunity: The quality and extent of online education
in the United States 2002 and 2003. [Online]. Retrieved from http://www.sloan-
c.org/resources/sizing_opportunity.pdf
American Society for Training and Development (ASTD). (2008). 2008 State of the Industry
Report. Alexandria, VA. Retrieved from
http://www.astd.org/content/research/stateOfIndustry.htm
Anderson, B., & Simpson, M. (2012). History and heritage in distance education. Journal of
Open, Flexible and Distance Learning, 16(2), 1-10.
Cafferella, R., & Daffron, S.R. (2013). Planning programs for adult learners: A practical guide.
San Francisco, CA: Jossey-Bass.
Caruth, G. D., & Caruth, D. L. (2013). The impact of distance education on higher education: A
case study of the United States. Turkish Online Journal of Distance Education, 14(4),
121-131Retrieved from
http://eds.b.ebscohost.com.proxy1.ncu.edu/eds/pdfviewer/pdfviewer?sid=37a347b7-fe82-
4b6d-b4eb-1edb117fcf32%40sessionmgr105&vid=13&hid=120
Hauer, J., & Quill T. (2011). Educational needs assessment, development of learning objectives,
and choosing a teaching approach. Journal of Palliative Medicine, 14(4), 503-508.
doi:10.1089/jpm.2010.0232
Kenner, C., & Weinerman, J. (2011). Adult learning theory: Applications to non-traditional
college students. Journal of College Reading & Learning (College Reading & Learning
Association), 41(12), 87-96. Retrieved from

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http://eds.b.ebscohost.com.proxy1.ncu.edu/ehost/pdfviewer/pdfviewer?sid=06215571-
bec4-4bab-86dc-fc221faa22fb%40sessionmgr120&vid=9&hid=108
Kentnor, H. E. (2015). Distance education and the evolution of online learning in the United
States. Curriculum & Teaching Dialogue, 17(1/2), 21-(Sp) 34
Knowles, Malcolm (1980). The modern practice of adult education: From pedagogy to
Andragogy. Wilton, Connecticut: Association Press.
Lodico, M., Spaulding, D., & Voegtle, K. (2010). Methods in educational research: From theory
to practice (Laureate Education, Inc., custom ed.). San Francisco: John Wiley &Sons.
Marshak, R. J. (1983). What is between pedagogy and andragogy? Training & Development
Journal, 37 (10), 80. Retrieved from http://web.ebscohost.com
Miller, S. D., & Minkin, R. M. (2016). Qualitative teaching and learning needs assessment for a
community of academic librarians. Journal of library administration, 56(4), 416-427.
doi:10.1080/01930826.2015.1112708
Popper, K. & Piaget, J. (2006). A rationale for constructivism. Educational Forum, 71(1),
41-48. Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid =1296a7b8-
a8d5-4a1f-8a76-854d8583da9b%40sessionmgr13&vid=40&hid=10
Zimmerman, B. J., & Cleary, T. J. (2009). Motives to self-regulate learning: A social cognitive
account. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school
(pp. 247–264). New York: Routledge