Program and Evaluation Tool Planning Lua Shanks Dr. Johnson EDSD7900 10-23-2022 Program and Evaluation Tool Planning Part 1 Identified Program in Early Childhood Education Becoming part of Mayor Keller’s taskforce places one in a pivotal role of influencing the change process in matters that affect Grand City area. Early childhood education as a specialization area has programs that need to be evaluated in readiness for the change process. One such program that needs evaluation is the English language literacy program. The goal of English language literacy program is to improve basic writing, reading, and speaking skills from kindergarten level all the way to grades 3 to 5. The stakeholders involved in the program are early childhood educators, school administrators, district education officers, and parents. The current goals of the program include improving English language proficiency among the learners and advancing writing and reading skills of the learners from kindergarten to fifth grade. Current Program Data According to the current Grand City data the number of students in grades 3-5 who do not meet expectations have increased in the last 5 years from 40.3% to 50.7%. The number of students in grades 3-5 who meets or exceeds expectations when it comes to English State test scores declined from 34.4% to 25.7% in the last 5 years. The number of students who nearly meets expectations in State test scores for English language declined from 25.3 to 23.6% in the last 5 years (Walden University, 2016). Other than this category of data, additional data on the number of students who access English reading materials at home need to be looked into. There is also a need to look into the number of families involved in English language development of early childhood learners while at home. Based on the data, it is evident that English language literacy program has not been effective, especially within the last five years. The related data on this that indicate ineffectiveness of the program is that only 13.5% of 11th grade students in Grand City meet or exceed the expectations when it comes to English Language Arts (Walden University, 2016). This is related to the language literacy program at the early childhood education level since language development starts at the early stages of life. Additionally, the performance of students in grades 6-8 in State tests scores for English language arts declined within the last 5 years (Walden University, 2016). These are indications that language and literacy programs in early childhood education are not effective thus the need for change. Strategies, Activities, or Initiatives to make the Program Effective While the program has not been effective in the achievement of its goals, there are classroom strategies that are in place to improve its effectiveness. Provision of explicit and systematic kind of instruction in vocabulary ensures that children are exposed to words so as to acquire a prop.

1. Program and Evaluation Tool Planning
Lua Shanks
Dr. Johnson
EDSD7900
10-23-2022
Program and Evaluation Tool Planning
Part 1
Identified Program in Early Childhood Education
Becoming part of Mayor Keller’s taskforce places one in a
pivotal role of influencing the change process in matters that
affect Grand City area. Early childhood education as a
specialization area has programs that need to be evaluated in
readiness for the change process. One such program that needs
evaluation is the English language literacy program. The goal of
English language literacy program is to improve basic writing,
reading, and speaking skills from kindergarten level all the way
to grades 3 to 5. The stakeholders involved in the program are
early childhood educators, school administrators, district
education officers, and parents. The current goals of the
program include improving English language proficiency among
the learners and advancing writing and reading skills of the
learners from kindergarten to fifth grade.
Current Program Data
According to the current Grand City data the number of
students in grades 3-5 who do not meet expectations have

2. increased in the last 5 years from 40.3% to 50.7%. The number
of students in grades 3-5 who meets or exceeds expectations
when it comes to English State test scores declined from 34.4%
to 25.7% in the last 5 years. The number of students who nearly
meets expectations in State test scores for English language
declined from 25.3 to 23.6% in the last 5 years (Walden
University, 2016). Other than this category of data, additional
data on the number of students who access English reading
materials at home need to be looked into. There is also a need to
look into the number of families involved in English language
development of early childhood learners while at home. Based
on the data, it is evident that English language literacy program
has not been effective, especially within the last five years. The
related data on this that indicate ineffectiveness of the program
is that only 13.5% of 11th grade students in Grand City meet or
exceed the expectations when it comes to English Language
Arts (Walden University, 2016). This is related to the language
literacy program at the early childhood education level since
language development starts at the early stages of life.
Additionally, the performance of students in grades 6-8 in State
tests scores for English language arts declined within the last 5
years (Walden University, 2016). These are indications that
language and literacy programs in early childhood education are
not effective thus the need for change.
Strategies, Activities, or Initiatives to make the Program
Effective
While the program has not been effective in the
achievement of its goals, there are classroom strategies that are
in place to improve its effectiveness. Provision of explicit and
systematic kind of instruction in vocabulary ensures that
children are exposed to words so as to acquire a proper
understanding of their meanings. According to McGee and
Richgels (2003), children can make connection between words
if vocabulary is presented to them thematically (McGee &
Richgels, 2003). Word learning in early childhood learners can

3. also be improved through reading aloud that entails explanation
of particular vocabularies targeted for a specific learning
session. The other strategy that is in place to improve the
effectiveness of the program is improving the alphabet
knowledge of early childhood learners. The strategy includes
working with learners to identify and name sounds and letters of
the alphabet. This strategy goes together with creating
phenological awareness in early childhood learners. It includes
activities such as recognizing and saying rhyming words with a
teacher, matching sounds to letters, and listening to identify the
syllabus within words. Other than learning sounds, interactive
reading of storybooks is another strategy that will improve the
effectiveness of the program. Story telling becomes more
effective as a learning strategy when it is done through reading.
Improving learners interactive experience of language through
songs, rhymes, poems, and letter prints are practical ways that
will enable early learners improve their language literacy.
Part 2
Indicators to Measure the Effectiveness of Program
According to Giancola (2014), indicators are statements
that can be applied to determine the progress of a program. The
progress is measured in relation to target objectives and target
goals of a program (Giancola, 2014). The indicators that will be
used to measure the effectiveness of the English language
literacy program in early childhood learners are evidence of
increased knowledge of the alphabet. The children’s ability to
name the letters of the alphabet and categorize them into the
lower and upper cases will be an indicator of progress in
language literacy. The rationale for this indicator is to
determine whether leaners get the basics of English language
learning. Ability to name letters automatically will be another
indicator to consider for the progress. This indicator also relates
to learning the basics of the language that are essential for early
childhood learning. The third indicator that will show the
effectiveness of the program is ability of a learner to identify
and name objects automatically. The rationale for this indicator

4. is to determine progress and cognitive development of learners.
It is also necessary in determining learner’s awareness of things
in their surroundings. Phonics and its awareness as an indicator
will be used to assess the ability of the students to pronounce
words correctly and make sounds that come from the
combination of letters. Phonics forms the basis of speaking
(Brown, 2014). The last indicator to determine the progress of
the program will be mastery of words, letters, memory of
sounds, and writing capabilities. Writing and pronunciation are
essential elements of language literacy that enable learners to
know the spellings and develop the confidence to speak.
Criteria and Evaluation Tool Design
While language learning is a continuous process that is not
only done at the kindergarten level, but also continues
throughout the learning process, it is essential to accommodate
the fact that language learning in early childhood education
setting affects language learning achievements and
developments in all the advanced stages of the learning process.
The criteria for evaluating the indicators will include
determining their impact both in the short-term and in the long-
term. Determining the effectiveness of the indicators to
influence immediate achievement and influence in long-life
learning. Based on these considerations the evaluation tool that
will be used is that which will identify or highlight progresses
or achievements made throughout the learning process. An
evaluation design applicable for this case is that which will
track progress on a timely basis, but continually throughout the
learning process. The design will be quantitative in nature to
inculcate the use of data during evaluation. Data is a critical
component of tracking progress. The evaluation tool appropriate
for the program will be assessments and tests. Tests and
assessments are mostly quantitative in nature; however, they
can include some qualitative aspects if a program designer find
them appropriate. The rationale for this choice is based on fact
student performance in language and literacy program should be

5. quantified for easy tracking of progress. Giancola, (2014)
indicates that if a program is aligned properly to assessment,
then data becomes a meaningful indicator of progress and
success. The position of the author shows the connection
between objective assessment and data (Giancola, 2014).
Strategies for Buy-in and Collaboration
Buy-in and collaboration among the stakeholders of the
program is necessary in ensuring support and success both at
the school and community levels. Developing a shared vision
for the program will ensure buy-in from other stakeholders
(Giancola, 2014). The language literacy must have a vision that
matches that of the state and district education department. This
shared vision can be done by ensuring that assessments and
teaching activities meet the guidelines from the state and
district. For instance, assessment should align to English
proficiency standards for the state. The rationale for
establishing a shared vision is hinged on the need of avoiding or
eliminating lack of cooperation among the stakeholders. The
shared vision must align to the policies at the school level,
community, district and state levels. Another strategy for buy-in
and collaboration is solicitation for feedback from the
stakeholders. There is a need to meet with the stakeholders,
especially parents to solicit their feedback on the performance
of their children based on the evaluation methods used. Parents
can also highlight possible areas of challenges that they believe
should be solved to improve performance. Parents can also
highlight the areas of strength that should be capitalized for
better results.
Part 3
The program will utilize tests and assessments as the
appropriate tools of evaluation. The evaluation will be backed
by quality indicators selected for the program. Giancola (2014)
identify indicators as statements that are applicable when
determining the progress of a program. The author states that
the progress of a program is measured based on its goals and

6. objectives (Giancola, 2014). One indicator that will justify the
need for tests and assessment is improvement in knowledge of
the alphabet. Test will be done and assessed to ascertain
whether learners have increased their capability to identify
letters of the alphabet. For instance, students will take letter
identification tests, which will be assessed on the basis of how
fast a student can identify a letter. The second indicator that
will be evaluated using the tool is increased ability to name
letters. Students will also be tested on their ability to spot
letters and name them in a mixture of letters. Tests will be done
so that students can identify and group letters in both lower and
upper cases. During the assessment, a score guide will be
established to gauge the increased capability. The goal of the
program is to improve the performance of the students in
English language and literacy. The performance of students in
grades 3-5 in Grand City has not been impressive. The number
of students in these grades who did not meet expectation
increased increased in the last 5 years from 40.3% to 50.7%
(Walden University, 2016). Letter naming forms the foundation
of language literacy. The third indicator that will be assessed is
increased capability to automatically name objects. Test will be
done that will entail identification and naming of objects. A
typical test paper for this assessment will entail the objects that
students interact with in their environments such class desks,
chairs, kitchen utensils, and other household items. The fourth
indicator for the assessment will determine increased
performance in phonics. An oral test will be done where
students will make sounds of letters, phrases, and words. The
fifth indicator that will be assessed is to determine increase
mastery of words. This will be done by asking by testing
student’s pronunciation, spelling tests, and dictation.
Validity and reliability of the measurable criteria will be
based on data and alignment to the program goals within a given
time frame. According to Henson (2016), validity of data is a
critical component in determining the delivery of a program.
The data in a program must be consistent with the conditions of

7. the program (Henson,2016). Assessments and tests will only be
done after learners have gone through a certain objective within
a specified period of time. The teachers will outline the time
frames for the achievement of each of the listed indicators and
objectives. For instance, letter identification will be assessed
after the learners have gone through a learning process that
entails identification of letters and tested after a period of 3 or
4 months.
Assessment and tests as program evaluation tools were
created on guideline of determining increased improvement.
Progress was a key component that was used as guide to
determine the ability of the program to realize its goal.
Jayaratne (2016) states that improvement as component of
evaluation is to transform a program so that it can show better
performance. Giancola, (2014) adds the element of data and
states if that if a program is aligned properly to assessment,
then data becomes a meaningful indicator of progress and
success (Giancola, 2014). The program was designed on the
basis of improvement.
Part 4 Action Plan
The action plan will support the program evaluation by
ensuring that program activities are performed within a defined
time frame. The action plan will provide the guideline in terms
of timing and time allocation for the activities. For instance, the
action plan will provide a time reference of what students are
supposed to achieve in various grades of learning. A grade one
teacher teaching English language and literacy will know that
by end of the grade, the students are proficient in letter naming.
This particular activity should be performed within a period of
6 months maximum. Action plan helps with planning,
monitoring, and organization of program activities around the
targeted goals.
For purposes of continuity with ongoing program
evaluation, data on student performance will be tracked for each
of the listed activities. Student assessment and test scores will
be recorded after every test. The data will be analyzed using

8. graphs and charts. Performance in each indicator will be
analyzed with reference to time factor and grade promotion.
Any deviations or changes in performance will be noted and
used for improvement. The data will be presented to parents in
forms of student performance reports. The data will be
disseminated to the school administrators in the form of class or
grade performance reports. The data will be disseminated to the
school district and administrators in the form of grades reports
compared to state standards.
Tracking of data plays a crucial role in monitoring
program performance. It has the advantage of identifying
program aspects that do not align with the program goal.
Monitoring of data helps project participants to ascertain which
particular areas need which type or amount of resources so as to
enhance improvement. While monitoring of progress has the
advantage of keeping tracking on the improvement component,
dissemination of results to the stakeholders enhances
stakeholder support and involvement. Dissemination of the
results to the stakeholders help in building stakeholder
collaboration and reduce resistance (Giancola, 2014).
References
Brown, C. S. (2014). Language and literacy development in the
early years: Foundational skills that support emergent
readers.
Language and Literacy Spectrum,
24, 35-49.
McGee, L. M., & Richgels, D. J. (2003). Designing early
literacy programs: Strategies for at- risk preschool and
kindergarten children. New York: The Guilford Press.
Giancola, S. P. (2014). Evaluation matters: Getting the
information you need from your evaluation.
Giancola Research Associates, Inc.

9. Henson, H. (2016). Data quality evaluation for program
Evaluators.
Canadian Journal of Program Evaluation,
31(1).
Jayaratne, K. S. U. (2016). Tools for formative evaluation:
Gathering the information necessary for program
improvement.
The Journal of Extension,
54(1), 7.
Walden University. (2016). Grand City education and
demographic data files. Retrieved from https://cdn-
media.waldenu.edu/2dett4d/Walden/EDDD/2015/CH/mm/g
rand_city/index.html
Appendices
Action Plan Title: Language and Literacy Program in Grand
City
Program Goal: Improve language and literacy performance in
early childhood education in Grand City for grades 1-5
Implementation
Evaluation-Updates
Action Steps to Complete
By When
By When
By WhoM
Resources: What Is Needed for This to Happen?
Progress Notes
Test and assessments for letter identification
Within a period of 6 months
End of grade 1 by English teacher
Letter charts, letter drawings, letter cuttings, books

10. Student able to identify letters by end of grade 1
Tests and assessments for sounds and pronunciation
Within a period of 6 months
End of grade 2 by English and language teacher
Sound books, recorded audios, spelling tests
Student scores satisfactory marks in tests for sounds and
pronunciation
Oral test for sounds
3 months’ time
By end of grade 2 head of literacy department
Sound and letter audio recordings, books
Student able to say letter sounds, word sounds, syllables, and
phrases
Tests and assessments for object identification
Within a period of 2 months
By end of grade 3 Head of English and literacy
Object drawings, object paintings, coloring of objects, books
Student able to able to identify and name objects within their
sounding
Action Plan Template
PART ONE: Develop the SMART Goal.
Use this template to develop
specific, measurable, attainable, relevant and time-
bound (SMART) goals for your action plan.
Goal Statement: Improve language and literacy performance in
early child education in Grand City for grades 1-3.
Specific
: yes.
Measurable
: Indicators of improvement will be evaluated in

11. alignment of the goal
Attainable
: Yes, it is achievable. The resources are available for
the achievement of the goal within the specified grades.
Relevant
: It is relevant. Language and literacy in childhood
education is necessary in early learners for developing their
writing and speaking skills
Time-Bound
: The program targets learners in grade 1 all the way to
grade 5
PART TWO: Determine Evidence of Success.
Direct Evidence: Improved test scores in the indicators
Indirect Evidence: Proficiency of learners when speaking the
language, when writing, and when interacting with the teachers.
PART THREE: Develop an Action Plan.
Key Action (for whom, what grade levels)
Resources, skills, training, support, and funding needed
Person or group responsible
Start/end dates of activities
Letter identification

12. books, letter charts, support from school administration,
funds for purchasing book, writing materials, and sound charts
Language teacher, school administrator, district
administrator of education
Beginning of grade 1 to beginning of grade 2
Sounds and Pronunciation
Sound materials, letter charts, books. Funds to purchase
books provided by the school administration
Language teacher, school administrators
The first 6 months of grade 2 learning
Orals and sounds
Sound recorders and books. Funds provided by the school
administration
Language teacher and school administrator
3 months towards the end of grade 2
Phonics
Letter spellings, letter drawings, sound recordings
Language teacher
The first 3 months in grade 3
Object identification

13. Object drawings, object paintings, books, and charts
Language teacher
3 months towards end of third grade
Map of Social Change
Scholarship
012345012345012345012345012345012345012345012345
Systemic Thinking
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Reflection

14. 012345012345012345012345012345012345012345012345
Practice
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Collaboration
012345012345012345012345012345012345012345012345
Advocacy
012345012345012345012345012345012345012345012345
Civic Engagement
012345012345012345012345012345012345012345012345
Humane Ethics

15. 012345012345012345012345012345012345012345012345
Print
54321ScholarshipSystemicThinkingReflectionPracticeColl
aborationAdvocacyCivicEngagementHumaneEthics

16. Introduction
In analyzing social change efforts, it may be helpful to consider
the eight features of social change and the extent to which an
activity, project, or personal mindset incorporates each feature.
In this exercise, you will assign a level of incorporation for
each of the eight social change features with respect to a
specific social change activity, project, or your personal
mindset. The resulting web provides an overarching look at the
activity, project, or mindset and allows for analysis of those
areas to be enhanced or strengthened with regard to social
change.
Choose the level of incorporation for each feature using the
sliders to the left of the image. 0 indicates no incorporation of
that feature, 5 indicates the highest level of incorporation.
When finished, print your result.
Close
Expanding
Our
Understanding

17. of Social
Change
A Report From the
Definition Task Force of the
HLC Special Emphasis
Project
Darragh Callahan, Elizabeth Wilson, Ian Birdsall,
Brooke Estabrook-Fishinghawk, Gary Carson,
Stephanie Ford, Karen Ouzts, Iris Yob
Expanding Our Understanding (July 2012) Page 2
Academic Offices
100 Washington Avenue South, Suite 900
Minneapolis, MN 55401
Phone: 1-612-338-7224 or 1-800-WALDENU (1-800-
925-3368)
Fax: 1-612-338-5092

18. Administrative Offices
650 S. Exeter Street
Baltimore, MD 21202
Phone: 1-866-4WALDEN (1-866-492-
5336)
Fax: 1-410-843-8104
Walden University is accredited by The Higher Learning
Commission and a member of the North
Central Association, www.ncahlc.org.
Walden University practices a policy of nondiscrimination in
admission to, access to, and
employment in its programs and activities. Walden does not
discriminate on the basis of race,
color, sex, age, religion or creed, marital status, disability,
national or ethnic origin, socioeconomic
status, sexual orientation, or other legally protected status.
Walden is committed to providing barrier-free access to its
educational services and makes
appropriate and reasonable accommodations when necessary.
Students requesting
accommodations per the Americans with Disabilities Act (ADA)
must contact the Office of
Disability Services at [email protected]
© 2012 Walden University, LLC
http://www.ncahlc.org/
mailto:[email protected]

19. Expanding Our Understanding (July 2012) Page 3
Social change is defined broadly in terms of process and
product to indicate that all kinds of
social change activity are welcomed and encouraged at Walden.
As faculty members, students,
and alumni have indicated, even small acts can have large
consequences, and many of these
consequences are unpredictable. The charge given to the
Definition Task Force was to expand
the university’s definition of social change to provide more
guidance for teaching, learning, and
assessing the social change mission at Walden. To that end, the
Task Force offers the following
considerations.
To bring about long-term solutions and promote lasting effects
through the process of social
change, the following features may need to be considered as
appropriate to the context and
purposes of each program. The features are grouped under the
headings Knowledge, Skills, and
Attitudes, to encourage a holistic approach to preparing learners
for social change. The

20. groupings, however, are defined by soft boundaries because
each feature belongs primarily to
one group but may share some of the qualities of the other
groups.
A. Knowledge
1. Scholarship
The scholar-practitioner model is particularly suited to social
change because knowledge
applied to real-life situations is a scholar-practitioner’s goal. In
the scholarly role, the
scholar-practitioner engages in active learning, critical
reflection, and inquiry into real-
life dilemmas and possibilities. Careful study and research can
reveal the causes and
correlates of social problems and suggest solutions and
opportunities for promoting
growth.
2. Systems thinking
Many of the issues addressed by social change are complex
because there may be
multiple causes and manifestations of the issue that require
different responses at many

21. levels. Systemic thinking is a technique for developing insights
into challenging
situations and complex subjects. It usually begins with analysis,
which makes sense of a
system by breaking it apart to see how the parts work together
and influence each
other. This may be followed by synthesis that aims to develop a
set of responses that
address the situation in a comprehensive way. In the Walden
community, finding
systemic solutions to challenging issues might be undertaken by
multidisciplinary
collaborations in which scholar-practitioners from a number of
colleges work together
to examine issues and propose multipronged responses.
http://www.probsolv.com/probsolv.htm
Expanding Our Understanding (July 2012) Page 4
3. Reflection

22. Those working toward positive social change can enhance their
effectiveness by
reflecting on the experience. Reflection can be extrospective,
that is, looking outward to
review the short- and long-term outcomes of a project and its
implications for the
individuals, institutions, and communities with and for whom
one is working. It can also
be introspective, that is, looking inward to examine what has
been learned from the
process, including new insights into one’s motives, skills,
knowledge, actions, and
reactions. Self-reflection allows for the contemplation of one’s
professional and
personal development. Group reflection affords all stakeholders
in a social change
project (scholar-practitioners, community partners, policy-
makers, and beneficiaries) an
opportunity to process the experience and learn from each other.
Reflection employs
critical-thinking and analytical skills. It can be carried forward
by questioning and self-
inquiry and may depend on a willingness to see things from
another’s perspective.

23. While reflection needs to be honest, it should also be caring and
supportive, examining
strengths as well as weaknesses and successes as along with
disappointments. While
reflection may look to the past, its purpose is forward-looking—
to make future social
change activities more effective.
B. Skills
4. Practice
In the practitioner role, the scholar-practitioner engages in the
application of
knowledge. Learning-by-doing, or experiential learning, has a
long history of support
and success in education because it can infuse and sometimes
lead to deconstructing or
constructing theoretical understandings within the realities of
practical life in the
student’s personal growth, profession, or community. By using
recursive loops between
scholarship and practice, both intellectual growth and better
practice can occur—each

24. informing the other. Not merely knowing about theories but
actually testing theories in
the context of everyday life is the foundation of a scholar-
practitioner’s educational
process and contribution to social change.
5. Collaboration
Given the complexity of many of the issues addressed in social
change efforts,
responsive action may be needed from many different sources.
In these situations, the
Expanding Our Understanding (July 2012) Page 5
social change agent may want to build working relationships
with other entities
including community leaders, service agencies, neighborhood
coalitions, businesses,
religious congregations, and other local institutions. Apart from
these types of civic
engagement, collaboration with scholars and practitioners in an
array of professional
fields may bring a variety of perspectives, research, and applied

25. knowledge.
Partnerships can unite the skills, knowledge, and energies
needed to make a difference.
The ability to build a team, combined with leadership, project
management, conflict
resolution, and communication skills, may be essential. A
significant partner in social
change enterprises is the primary beneficiary; this person has a
personal knowledge and
experience that can be invaluable in both analyzing a situation
and proposing responses.
The primary beneficiary may be one individual or someone
representing the
perspectives of a group of beneficiaries. Working
collaboratively with primary
beneficiaries can be mutually educative and rewarding.
6. Advocacy
Advocacy is a matter of raising consciousness or being the
“voice” for someone, some
group, or something that may or may not otherwise have a voice
that can be heard. It
may involve political engagement, but it may also be a matter of
supporting others as

26. they negotiate directly with the services and opportunities they
need. In light of social
change, advocacy more widely aims to influence not only
political but also economic
and social systems and institutions to protect and promote the
dignity, health, safety,
and rights of people. Advocacy for an issue often takes the form
of education that aims
to bring about a new understanding and awareness. Advocacy
may also need to
encompass mentoring activities to build confidence and self-
reliance in those whose
welfare is being promoted.
7. Civic engagement
Social change efforts can be supported and reflected in laws by
policy-makers. Being
aware of the channels for communicating with civic leaders and
knowing how to
effectively use those channels are often important when working
for social change. All
institutions and groups—not just government entities—have
their own politics, that is, a

27. prevailing mind-set, an internal structure, and channels of
influence and power. Being
able to incorporate and negotiate these politics in support of
social change requires
finesse and sensitivity. Understanding this before engaging with
others can be helpful,
whether these others are legislators, local agencies and
institutions, professional
associations, neighborhoods, ad hoc teams, or professional
colleagues. Power
Expanding Our Understanding (July 2012) Page 6
relationships also exist between those working for social change
and those who are the
primary beneficiaries. Mutual collaboration and power-sharing
between the parties
involved can empower all toward more lasting social change.
C. Attitudes
8. Humane ethics

28. While a number of emotional effects may prompt one to engage
in social change,
including empathy, sympathy, guilt, a feeling of satisfaction,
and so on, one’s ethical
code can inform and direct one’s motivated engagement in
social change. Humane
ethics is a system of moral principles that guide human conduct
with respect to the
rightness and wrongness of certain actions. While personal
codes of ethics may differ,
an underlying, common code of a humane ethic is characterized
by tenderness,
compassion, sympathy for people and animals, especially for the
suffering or distressed,
and concern for the health of the environment in which we live.
Analyzing Social Change
Figure 1 below shows each of the features—scholarship,
systemic thinking, reflection, practice,
collaboration, advocacy, civic engagement, and humane ethics—
on an axis ranging from 0 to 5.
Each social change activity or project could be mapped onto the
axes to show the extent to
which it incorporates each feature. Joining the points along each

29. axis produces a web for each
activity, an example of which is shown in red.
It is important to note that this tool is not intended to be an
instrument to assess a particular
social change activity. Some projects and activities will be
appropriately strong in one or more
areas but not necessarily in all. Rather, its purpose is to serve as
a tool to analyze social change
activities that occur at Walden. It may reveal areas where an
activity might be enhanced, and
importantly, it may reveal where the program for preparing
students for social change might be
strengthened.
Further, all kinds of social change activities are encouraged,
given the range of interests,
commitments, and opportunities for engagement among
students, faculty members, and staff.
Most, if not all, kinds of activity can be represented as a web.
The purpose of the web analysis
is ultimately to provide a tool to enlarge our vision of the range
and features of social change
that seeks long-term solutions and promotes lasting effects.

30. Expanding Our Understanding (July 2012) Page 7
Figure 1. Web map showing each of the features.
Below are some examples of web maps of social change
activities based on reports by students, faculty
members, and alumni in a recent research study: Perspectives on
Social Change. Pseudonyms have been
used throughout.
Example No. 1. Bookcase Builders
Tom is a Rotarian and undertakes a number of service projects
in the community with other Rotarians.
One such activity involves building bookcases. Some members
of the club also volunteer with Habitat for
Humanity, which provides housing for needy families. Another
member has connections with the local
school district and knew of a recent drive to improve the level
of literacy in the community. Putting
these together, the club decided to build bookcases for the
Habitat for Humanity homes and, through
the support of another club member who manages a bookstore,

31. give each family a gift certificate to buy
books for the children to put in the bookcase.
This activity would certainly rate relatively high on
Collaboration for the networking among Rotarians,
the local chapter of Habitat for Humanity, the school district,
and the local book store. It also represents
a Humane Ethic in that it shows the responsiveness of this club
to the need for these children to read
Expanding Our Understanding (July 2012) Page 8
well for their future success in life. As a practice, this need is
supported by implicit knowledge about the
importance of motivating children and providing them with
opportunities to read. so there should be a
showing on the Practitioner axis. Figure 2 below shows how this
project might be mapped.
Figure 2. Web map of the bookcase builders project.
If Tom and his fellow club members want to pursue this project
further they might ask whether they
may seek other possible partners for this endeavor, such as the
reading tutors, the bookstore

32. salespeople, the parents, and even the children themselves.
Others brought into the program may
contribute more Systemic Thinking to address the problem of
illiteracy. The club members may also
consider follow-up activities using other features like Advocacy
with a particular focus on mentoring,
Civic Engagement, or some Scholarly study of or research on
the effectiveness of the project.
Example No. 2. Basket-Weavers as Story-Tellers
Arsi’s research took her to a remote and needy area of Jamaica,
where many of the village women help
support their families through weaving baskets for sale in the
tourist areas. Using a qualitative approach,
Arsi listened to and recorded the women’s stories of their lives
in abject poverty, analyzed them for
common themes, and presented her findings as her dissertation.
The information in this dissertation
could be invaluable to service agencies and others willing to
work with these women to improve their
lives.

33. Expanding Our Understanding (July 2012) Page 9
The project is high on the Scholar axis, especially because it is
research into a real-life problem that
needs informed solutions. It further exhibits significant
Collaboration in that she established personal
relationships with the women so that they could tell her their
stories. It is also strong in the Humane
Ethics dimension because it deals with real human need.
Writing a dissertation also demands Reflection,
particularly because it requires some discussion of the meaning
of the findings and their possible
implications. The dissertation ultimately enters the public
domain and, as such, is a permanent voice for
the women whose stories it shares (Advocacy). Figure 3 below
illustrates this example.
Figure 3. Web map of the basket-weavers as story-tellers
project.
Arsi successfully graduated in 2011. If she wanted to continue
with the project, she might share her
findings with policy-makers (Civic Engagement) and service
providers, such as business people,
educators, and healthcare workers (Systemic Thinking). If she
could disseminate her work through

34. publications and presentations, she would not only deepen her
own understanding (Reflection) but
more directly provide valuable information to service agencies
and others to apply in working with and
for these women (Practitioner).
Example No. 3. The Monthly Giver
Expanding Our Understanding (July 2012) Page 10
Many faculty members, students, and staff members sign up to
make monthly donations to agencies,
such as United Way, through automatic payroll deductions.
Given their busy schedules and
commitments, they look at this as making some kind of
contribution to “the development of individuals,
institutions, and societies.” Does such an activity count as
social change? Figure 4 below is an attempt
to map this activity.
One of the benefits of the mapping tool is that it is inclusive of
a wide range of possible engagements in
social change. The monthly giver, like many others, is guided

35. by a Humane Ethic and wants to act out of
compassion and care for the distressed and needy. She also
understands that the organization she is
donating to is carefully managed, well informed, and handles
donations responsibly, and she wants to
do something practical to support it (Practitioner). She also
knows that her donation, because it is
combined with the donations of many others, can amount to a
significant sum to support large-scale
projects in the community (Collaboration).
Figure 4. Web map of the monthly giver.
Example No. 4. Global Day of Service Participant
Expanding Our Understanding (July 2012) Page 11
During the annual Global Day of Service, Justin organized a
small group of his co-workers to clean up the
road entrance to the town. This meant gaining permission from
the town clerk, recruiting willing
workers, arranging for safety training, and equipping them with

36. safety vests, gloves, and garbage bags.
Justin works full-time and is undertaking his studies part-time.
He is also the father of three, and his wife
works full-time so he has a heavy load of responsibilities. He
does not have a lot of spare time, but he
has committed the time to organize and prepare for this 1-day
volunteer clean-up event.
Justin’s efforts are guided by an ethic of care for the
environment (Humane Ethics) and are one means
through which he can apply his studies on the importance of
protecting the eco-system in a practical
way (Practitioner). Partnering with the town clerk was
mandatory in this case, but the Collaboration was
important for the safety of his team, and his recruiting efforts
among his co-workers was an extension of
the Collaboration. In some senses, he served as an Advocate for
the environment. The day following this
activity, he posted some thoughts on what the experience meant
to him and his co-workers in a class
discussion forum (Reflection).
Figure 5. Web map of a Global Day of Service participant’s
activity.

37. Example No. 5. Nurses for Women
Expanding Our Understanding (July 2012) Page 12
Claire is a member of a nurse’s organization working for an
urban community offering
uncompensated services to more than 200,000 clients a year.
One of her projects has involved
hiring a number of nurses who are certified to perform sexual
assault examinations; this
expedites forensic examinations in pre-hospital agencies, such
as emergency medical services
and fire departments. As a result, law enforcement can work
with the victims of domestic
violence, abuse, or sexual assault on the spot and spare them the
added trauma of going to an
emergency room. The program has seen a record number of
perpetrators put behind bars—but
the work does not stop there. The organization helps the young
women get back on their feet
in a number of ways, including connecting them with “Suits for
Success” so they are dressed
suitably for job interviews, teaching them interview skills,

38. getting them enrolled in school
programs, and helping them with grants and jobs, so that they
can put what happened to them
as victims behind them.
Claire has multiplied her individual efforts with an eye toward
lasting change in a number of
ways. She and her co-volunteers apply a systemic approach to
addressing the needs of the
victims of sexual abuse: helping them gain the confidence,
skills, opportunities, financial
support, and even the clothing to be successful in the job market
so they can build success in
their lives (Systemic Thinking). She has increased her personal
effectiveness by connecting with
other trained and certified nurses and with fire departments and
emergency medical services
(Collaboration). She seems to have been moved to action by a
Humane Ethic and has found a
way to use her skills and knowledge to help others
(Practitioner).
Expanding Our Understanding (July 2012) Page 13

39. Figure 6. Web map of the nurses for women project.
This is only a small sample of social change projects, but if it is
representative, it is possible to
discern some trends in social change activity at Walden. For
instance, in the aggregate, Humane
Ethics and Collaboration are strong features but Civic
Engagement and Systemic Thinking are
not. Such findings may be useful in determining whether all of
the identified features should be
supported and, if so, how they can be supported in the
curriculum and through guidance
offered by university leadership and students’ mentors.
2
Assignment: Course Project Part 5: Program-Related Social
Change Activities
Throughout your academic journey at Walden University, you
have been encouraged to make a difference in your field and in
the world around you by engaging in positive social change.
Consider for a moment the vision and impact of Walden’s
Global Days of Service. This movement encourages all members
of Walden’s global community to volunteer in their local

40. communities and serve neighbors in need. How will you take
the specialization knowledge you have gained throughout your
program to serve your community?
For Part 5 of your Course Project, you will develop a proposal
for a community service project related to the goals and needs
of the program you selected for your Course Project.
Important Note: You will share your ideas for this Assignment
in the Module 5 Discussion 2 Forum. Be sure to read through
the instructions for this Assignment and Discussion 2 prior to
beginning work this week.
To prepare:
· Review the Walden University sites regarding social change
and Walden’s Global Days of Service. Consider the many
meaningful opportunities found in early childhood programs, K–
12 schools, and communities for enacting social change.
· Think about the program you selected for your Course Project
and how one or more of the program’s goals lend itself to
enacting social change. What might you do to integrate the
goals and needs of the program into a community service
project for one of Walden’s Global Days of Service?
· Review the Callahan et al. (2012) paper and complete the
interactive media activity,
Web Map for Analyzing Social Change Position, for
your proposed community service project. This activity asks
you to consider the extent to which your project incorporates
each feature outlined by Callahan et al. What features are more
prominent than others on the web for your proposed project?
What, if anything, might you do to incorporate more of the
features that are less incorporated?
By Day 7 of Week 10
Add the following to your Course Project paper:
Part 5: Program-Related Social Change Activities
Write a 2- to 3-page proposal for a Walden Global Days of
Service project related to the goals and needs of the program

41. you selected for your Course Project. In your proposal, be sure
to explain:
· The specific activities you would do to influence social
change in your selected program and its community. Be sure to
align your activities with Walden’s mission and vision for
social change, and explain how they work to support the goals
and needs of the program.
· Which of the eight features of social change described by
Callahan et al. (2012) are most prominent in your proposed
project. Be sure to explain why those features are more
prominent than others.
· The steps you would need to take in your educational setting
or community to implement your activity.
· How your activities would demonstrate insights with regard to
educational, community, and social change you have gained as a
result of the Learning Resources and learning experiences in
this course.
· How, as a Walden graduate, you will continue to be an agent
of social change in the future.
Submit Parts 1–5 of your Course Project as one cohesive APA-
formatted paper. Include the PDF of the social change features
map you created for Part 5 of your course project with your
submission.
For this Assignment, and all scholarly writing in this course and
throughout your program, you will be required to use APA style
and provide reference citation
REFERENCE
https://www2.ed.gov/about/offices/list/oese/sst/evaluationmatter
s.pdf

42. https://tigerprints.clemson.edu/cgi/viewcontent.cgi?article=1930
&context=joe
https://cdn-
media.waldenu.edu/2dett4d/Walden/EDDD/2015/CH/mm/grand_
city/index.html
https://www.waldenu.edu/about/who-we-are
https://cdn-
media.waldenu.edu/2dett4d/Walden/EDSD/7900/011/mm/map_o
f_social_change/index.html
https://www.waldenu.edu/about/social-change/global-day-of-
service
https://search.ebscohost.com/login.aspx?direct=true&db=eue&A
N=112691872&site=eds-
live&scope=site&authtype=shib&custid=s6527200
10/27/22, 5:47 PM Topic: Discussion 9 - Do Immigrants Harm
Society
https://kccd.instructure.com/courses/72019/discussion_topics/82
5588 1/1
Replies are only visible to those who have posted at least one
reply.
This is a graded discussion: 10 points possible
due Oct 30
Discussion 9 - Do Immigrants Harm Society

43. Search entries or author
Everyone must read the following article. Do not wait until the
last minute because the article is
quite long. Keep in mind you must write an original comment
about the article and respond to 2
of your classmate's post. Remember you cannot see other's
comments until you have posted.
Article3Do Immigrants Harm Society.pdf
(https://kccd.instructure.com/courses/72019/files/11737229/dow
nload?download_frd=1)
Though this article does not focues soley on the Mexican
Immigrant, the early 1900s is an era
of many immigrant groups arriving on all of Americas port of
entry. How does the article argues
in support or against immigration to the United States.
https://kccd.instructure.com/courses/72019/files/11737229/dow
nload?wrap=1
https://kccd.instructure.com/courses/72019/files/11737229/dow
nload?download_frd=1