Category: Article Writing

RESEARCH PAPER: INSTITUTIONAL EFFECTIVENESS AND MANAGEMENT OF
ASSESSMENT ASSIGNM

RESEARCH PAPER: INSTITUTIONAL EFFECTIVENESS AND MANAGEMENT OF
ASSESSMENT ASSIGNMENT INSTRUCTIONS
OVERVIEW
Regional Accreditation Agencies encourage continuous improvement by requiring higher
education institutions to conduct internal Institutional Effectiveness (IE) processes. Educational
leaders need to understand both the accreditation requirements governing these IE processes and
how to manage the processes successfully. All such processes need to be informed by the
institution’s mission, vision, and core values. Leaders also need to understand the nature and
purpose of local and national direct and indirect methods of assessment that are utilized
institution-wide to gather improvement and compliance data. They need to ensure that such data
is analyzed so the results can be reported to stakeholders, one of the most important being the
institution’s regional accreditor.
INSTRUCTIONS
For this assignment, compose a paper with the following:
1. Analyze how institutional effectiveness and accreditation differ and the requirements of
one regional accreditation agency to carry out Institutional Effectiveness processes.
2. Defend the importance of institutional mission, vision, and core values.
3. Compare how local and national direct and indirect assessment results should be
gathered, analyzed, visualized, reported to stakeholders, stored, and published.
Ensure details and examples are provided throughout your paper.
Your paper must be 5 pages (not including the required title, abstract, and references pages).
Support the content of your paper with at least six different sources from scholarly peer-reviewed
sources and/or the Bible. At least four sources must have been published within the past five
years, and at least one source must be from the Bible. A source can be cited more than once.
Current APA style must be followed throughout your paper.
Note: Your assignment will be checked for plagiarism.If. report is more than 2%. I will ask you. to redo. Please no A I generators or chat bots. Please original work.

I need you to write a well detailed and comprehensive motivational letter on why

I need you to write a well detailed and comprehensive motivational letter on why I am applying for a masters program in international business management at fachhochschule karnten at austria. I am hoping to see a good and quality motivational letter. Additional Information- my country of origin is nigeria, I am a male, I have Bachelor’s of science in economics and masters in business administration and some other professional qualifications in management and also computer certifications in Microsoft Office.
Best Regards

Explore the impact of social media on interpersonal relationships, considering b

Explore the impact of social media on interpersonal relationships, considering both its positive and negative effects.Draw upon personal experiences, research findings, and relevant examples to support your analysis. Also, discuss strategies individuals can employ to maintain healthy relationships in the age of digital connectivity

please respond to Elizabeth. with. 400. words. ap a style. citations. and refere

please respond to Elizabeth. with. 400. words. ap a style. citations. and references no plagiarism original work please
Academic Program Review: A Comprehensive Evaluation
For this evaluation discussion, I focused on a college-level educator preparation program as an example.
Academic program reviews are conducted to examine, evaluate, and strengthen programs thoroughly. Program quality is evaluated through various areas, these may include, but are not limited to:
The quality of educational programs, including assessing student outcomes (Academic Program Review, 2024),
The quality of scholarly work, creative activity, or research,
The effectiveness of outreach services to the college/university, community, and the profession,
The program’s importance or contribution to other programs within the institution,
The program’s anticipated potential and future expectations (Academic Program Review, 2024).
The review process aims to enhance program quality and assist in determining the program’s ability to respond to future opportunities and challenges. The review evaluates weaknesses and strengths to determine future priorities and helps shape the program’s development plan (Academic Program Review, 2024).
Linking Program Learning Outcomes to Assignments and Assessment Methods:
In a college-level educator preparation program, aligning program learning outcomes with assignments and direct assessment methods is essential to ensure students are meeting the desired competencies. Here is an example of how the assignment and learning outcome (s) can be linked:
Example 1, Create a Classroom Management Plan:
Description: Students will develop a comprehensive classroom management plan incorporating evidence-based strategies for creating a positive and structured learning environment. The plan should address various aspects of classroom management, including establishing expectations, managing transitions, addressing behavior disruptions, and fostering a supportive classroom culture (Pomerance & Walsh, 2020).
Learning Outcome: Upon completing this assignment, students will be able to demonstrate effective classroom management techniques by designing and implementing a personalized classroom management plan that promotes a conducive learning environment for all students (Pomerance & Walsh, 2020).
Direct Assessment Method: This assignment will be assessed using a rubric evaluating the classroom management plan’s thoroughness, coherence, and feasibility. Additionally, students must provide a rationale for their chosen strategies and demonstrate an understanding of how these techniques contribute to effective classroom management (Pomerance & Walsh, 2020).
Alignment: Upon completing this assignment, students can demonstrate effective classroom management techniques by designing and implementing a personalized classroom management plan that promotes a conducive learning environment for all students.
Indirect Method of Outcome Assessment for Non-Academic Services
When evaluating the effectiveness of non-academic services, indirect outcome assessment methods are vital for understanding student satisfaction and the impact these services have. Using national and local measures, institutions can gather comprehensive data to enhance the quality of student support services. Here are two examples of using national and local indirect methods of outcome assessment that illustrate how these methods can effectively measure student satisfaction with non-academic services.
Example 1: National Survey:
Utilize the National Survey of Student Engagement (NSSE) to assess student satisfaction with non-academic services such as career services and counseling. NSSE provides valuable data on student engagement and satisfaction, allowing institutions to benchmark against peer institutions and identify areas for improvement (National Survey of Student Engagement, 2021).
Example 2: Local Survey:
Design a customized survey tailored to the specific non-academic services offered within the institution, such as library resources or student support services. This survey can gather feedback on accessibility, responsiveness, and overall satisfaction, providing actionable insights for continuous improvement.
Analysis of HLC Accreditation Requirements:
The Higher Learning Commission (HLC) accreditation standards include academic and non-academic programs and services. For academic programs, HLC stresses the importance of clearly defined learning outcomes, continuous assessment, and evidence-based improvement (HLC Requirements, 2024). This aligns with the earlier examples, where program outcomes were linked to assessments to ensure student achievement and program.
Additionally, HLC standards address non-academic services, emphasizing the institution’s responsibility to support student success through comprehensive support services. These standards require institutions to assess the effectiveness of career counseling, tutoring, and accessibility accommodations (HLC Requirements, 2024). This mirrors the examples of measuring student satisfaction with non-academic units’ services provided earlier.
Biblical Worldview
Proverbs 16:3 says, “Commit to the Lord whatever you do, and he will establish your plans” (New International Version, 2011). In the context of academic program review, this verse can be interpreted as encouraging administrators and educators to approach their responsibilities with dedication and commitment. It can also remind educators to seek the Lord’s guidance and wisdom in their assessment endeavors.
Conclusion
In conclusion, evaluating an academic program, such as an educator preparation program, involves a multifaceted approach that utilizes both direct and indirect assessment methods. Higher education institutions can ensure quality and effectiveness by linking program learning outcomes to appropriate assessments and measuring student satisfaction with non-academic services. Additionally, adherence to accreditation standards set by regional accrediting agencies such as the Higher Learning Commission provides programs and institutions with a framework for continuous improvement and accountability.
References
Academic Program Review. (2024). Retrieved from The University of Arizona: https://academicaffairs.arizona.edu/apr
Academic Program Review. (2024). Retrieved from Lehman College: https://www.lehman.edu/office-academic-programs/ac…
HLC Requirements. (2024). Retrieved from Higher Learning Commission: https://www.hlcommission.org/Accreditation/hlc-requirements.html#:~:text=Criteria%20for%20Accreditation,-The%20Criteria%20for&text=The%20five%20Criteria%20address%20mission,institutional%20effectiveness%2C%20resources%20and%20planning.
National Survey of Student Engagement. (2021). Retrieved from Center for Postsecondary Research Indiana University School of Education: https://nsse.indiana.edu/nsse/
New International Version. (2011). BibleGateway.com.
Pomerance, L., & Walsh, K. (2020). Promising practices in classroom management training. Teacher Prep Review. Retrieved from National Council on Teacher Quality: https://www.nctq.org/dmsView/Future_Teachers_Class…

Non-probability Sampling CREATE A POWERPOINT
I PROVIDED THE CLASS SLIDES AND NO

Non-probability Sampling CREATE A POWERPOINT I PROVIDED THE CLASS SLIDES AND NOTES FOR THE CLASS DOWN BELOW NO PLAGIARISM OR AI WRITTEN WORK PLEASE Instructions: Based
on our class discussions, provide a comprehensive description of a
real-world marketing research scenario for each of the following
non-probability sampling techniques:
Convenience Sampling
Judgmental Sampling
Quota Sampling
Snowball Sampling
Guidelines:
NOTE: Ensure
that your response differs from the examples presented in the lecture
slides; identical or similar responses will incur partial credit.
Presentation Format:Create a PowerPoint presentation with a minimum of 8 slides.
Include a title slide and a summary slide.
Slide Content:Demonstrate critical thinking with insightful details about the research scenarios.
Use visuals to enhance clarity and engagement.
Additional Tips:Aim for a thoughtful and unique approach in designing or describing the research scenarios.
Provide thorough explanations, showcasing your understanding of non-probability sampling techniques.
AI Tool Usage Policy
Strict Prohibition:
The use of AI tools, including but not limited to ChatGPT, is
unequivocally prohibited for all assessment activities outlined in this
course.
Detecting Unauthorized AI Use: As part
of our commitment to maintaining academic integrity, certain assessment
activities will include questions deliberately engineered by AI to yield
incorrect answers. These AI-infused questions serve as litmus tests to
identify any unauthorized use of AI tools. Engaging in suspicious
behavior, such as submitting an answer mirroring an incorrect
AI-generated response, will trigger a comprehensive investigation for
potential plagiarism.

Assessment of Programs and Services to Meet Accreditation Requirements
In your t

Assessment of Programs and Services to Meet Accreditation Requirements
In your thread post, evaluate the process and major components of an academic program review by providing the following in your narrative discussion:
Create examples of linking program learning outcomes to appropriate assignments and direct methods of assessment for residential and online academic programs.
Create examples of using a national, and local, indirect method of outcome assessment to measure student satisfaction with a specific non-academic unit’s services.
Select a regional accrediting agency and analyze its accreditation requirements that address academic and non-academic programs and services
Please respond with 450 words in a p a. style citations and references. No plagiarism, no AI. chat bot.Please original work.

OVERVIEW
Liberal Arts Education has a long history from classical antiquity to t

OVERVIEW
Liberal Arts Education has a long history from classical antiquity to the present. With the 19th-
century advent of universities offering academic majors and minors, the concept of general
education has emerged. Higher education leaders need to be familiar with these forms of
education and how they continue to evolve. These leaders also need to understand how various
forms of learning experiences can allow students to demonstrate that they have successfully
achieved liberal arts and general education learning outcomes as well as outcomes within a
specific discipline. Higher education leaders also need to weigh the extent to which they will
require their faculty to assess these types of outcomes.
INSTRUCTIONS
For this assignment, compose a paper with the following:
1. Analyze liberal arts education and general education and how the emergence of academic
majors and minors in the United States since the early 19th century has impacted these
two forms of education. Include an analysis of how general education fits into a liberal
arts education.
2. Appraise how the learning experiences of assignments, activities, and tasks are each used
differently to demonstrate achievement of course-level student learning outcomes.
3. Justify the extent to which faculty should be involved in general education assessment
and their own department/disciplinary assessment.
Ensure details and examples are provided throughout your paper.
Your paper must be 5 pages (not including the required title, abstract, and reference pages).
Support the content of your paper with at least six different sources from scholarly peer-reviewed
sources and/or the Bible. At least four sources must have been published within the past five
years, and at least one source must be from the Bible. A source can be cited more than once.
Current APA style must be followed throughout your paper.
Note: Your assignment will be checked for plagiarism tool. If plagiarism report is more than 2%. I. will you. to redo. Also. do. not use A. I.generator. chat bots. Please original work. no. cheating. THANKS.:)

REFLECTIVE POWERPOINT PRESENTATION ASSIGNMENT INSTRUCTIONST
Topics discussed. in

REFLECTIVE POWERPOINT PRESENTATION ASSIGNMENT INSTRUCTIONST
Topics discussed. in this course. 1.
1. Legal Issues in Higher Education 2.Perspectives and Foundations of Higher Education.
3.Rights and Responsibilities of Student Organizations INSTRUCTIONS
You will create a PowerPoint presentation that fulfills the following:
1. Establish the relevance and utility of one policy practice discussed in this course to your
professional practice pick a policy listed above.You are an. administrator who works at a University.
2. Draw on relevant case law and at least three additional resources (peer-reviewed articles,
blog posts, podcasts, informal interviews, current events, etc.) to discuss how this topic
functions in higher education today.
3. Consider and explain how your professional practice applies this law as policy. Provide
3-5 concise examples.
4. Address any recent changes that have impacted the higher education landscape that may
impact this policy. Share how you foresee your role in implementing the policy with
consideration to recent changes that have impacted the higher education landscape.
5. Additionally, you must type a script to align with the PowerPoint for a 30-minute
presentation to college students, incorporating relevant sources.
a. The script should be sent in a Word document. Your presentation should be 17
slides and the narrative 2,000 words.
b. Organize your script with bold headings (e.g., Slide 1, Slide 2, etc.).
c. References for your narrative should be in current APA format.
Note: Your assignment will be checked for plagiarism. If. the report is more than. 2%. I. will ask you. to redo. Also. please. do. not use AI generator , AI tool. or chatbots. Please original Work

Please respond with 450. words. a p a. style citations and references
For your D

Please respond with 450. words. a p a. style citations and references
For your Discussion Thread, explain the three phases of the continuum of assessment essentials. Include your judgments of the extent to which various essentials of the continuum are adequate for addressing the different aspects of higher education assessment at the course, program, and institution levels. Evaluate how various essentials of each of the three phases of the continuum can be utilized to contribute to establishing a culture of assessment.

RESEARCH PAPER: ASSESSMENT MODELS, PROCESSES, AND ACCREDITATION
STANDARDS ASSIGN

RESEARCH PAPER: ASSESSMENT MODELS, PROCESSES, AND ACCREDITATION
STANDARDS ASSIGNMENT INSTRUCTIONS
OVERVIEW
To carry out assessment and accreditation processes in higher education, there need to be
theoretical models that assessment practitioners can use to guide their efforts. The Joughin and
Macdonald Model of Assessment in Higher Education exemplifies such a theoretical model.
Over time, such models must be adapted to incorporate the changing nature of assessment and
accreditation. Universities and colleges use the guidance of such models to create their own
assessment processes, one example being the Liberty University PLACE assessment model. It is
vital that all stakeholders at the institution be involved in planning and conducting assessment
processes, which can be done by incorporating them into appropriate stages of an institution’s
assessment processes. These stakeholders need to be aware of the standards the institution’s
regional accreditation agency has developed to ensure the assessment processes carried out will
produce improvements across the institution and the documentation necessary to demonstrate
that the accrediting agency’s standards are being met.
INSTRUCTIONS
For this assignment, compose a paper with the following:
1. First, recommend three ways the Joughin and Macdonald Model of Assessment can be
improved; one recommendation is needed for each of the following:
a. To better reflect the current definition of assessment.
b. To better reflect the purpose of assessment.
c. To better reflect the approaches to assessment.
2. Then, you will analyze the stages of the Liberty University PLACE Process of
Assessment described in the Watch: Assessment Models, Processes, and Stakeholders
item located in this module and suggest ways to incorporate specific, appropriate
stakeholders into different stages of the Liberty University process. Transcript is attached 3. Finally, categorize the scope of regional accreditation standards and note the specific
stakeholders who would be involved in addressing each specific category of standards.
Your paper must be 5 pages (not including the required title, abstract, and reference pages).
Support the content of your paper with at least six different sources from scholarly peer-reviewed
sources and/or the Bible. At least four sources must have been published within the past five
years, and at least one source must be from the Bible. A source can be cited more than once.
Current APA style must be followed throughout your paper.
Note: Your assignment will be checked for plagiarism.If report ismore than 2% I. will you. to redo. Please. no. Also. please. do. not use AI generator , AI tool. or chatbots. Please original Work