Hea 690 Milestone One Overview Of The Institution Analysis Of Need ✓ Solved

HEA 690 Milestone One: Overview of the Institution & Analysis of Need for Change Guidelines and Rubric Overview: In the first milestone leading to the successful completion of your first capstone component, provide an overview of the hypothetical institution that you have selected/designed based on the provided criteria, including your version of that institution’s vision, mission, and goals. In addition, describe the need for the change that you will propose in subsequent milestones and the overall capstone. Prompt: In this milestone, you will submit the Overview of the Institution & Analysis of Need for Change portion of your change initiative proposal in the form of a 2–3 page paper. This milestone should: A.

Provide an overview of the institution. At a minimum, you should identify its level, control, instructional program, enrollment, undergraduate profile, size, and setting. Include other information that you feel is necessary to establish a solid foundation for understanding the institution you have designed. B. Provide a vision, mission, and goals for the institution you have designed that is in alignment with, and supportive of, the Carnegie Classification that you have selected.

C. Describe the need for the change at the institution. At a minimum, you should specify with relevant data, the need that your change initiative will address within the context of the institution’s mission, vision, and goals. It is also important to discuss the urgency of the change or time implications, and describe the impact if the change initiative is not undertaken. You will base the hypothetical institution on your choice of characteristics from the provided list below that address Institution Type, Type of Change and Intended Goal, and Source of Change.

The combination of the three will be the foundation of the hypothetical institution that you will use for Milestone One and your capstone. You are encouraged and expected to add additional details and nuances to your selected Institution Type, Type of Change and Intended Goal, and Source of Change, all in line with your particular areas of interest and expertise. Institution Type Institution Type presents institutions with differing characteristics based on the Carnegie Classification. The Carnegie Classification system offers higher education researchers and policy makers a framework for referencing and grouping roughly comparable institutions. The classifications are time-specific snapshots of institutional characteristics and activities based on national data.

Please consult the Carnegie Classification website for a definition of each of the characteristics and categories included in the table below. Institution Type Inst. Level & Control Instructional Program Enrollment Profile Undergraduate Profile Size & Setting 1 4-year or above Private not- for profit Undergraduate: A&S- F/NGC ExU4 FT4/MS/LTI S4/HR 2 4-year or above Public Graduate: CompDoc/NMedVet HU MFT4/S/HTI L4/NR 3 4-year or above Public Graduate: CompDoc/NMedVet HU FT4/MS/LTI or FT4/S/LTI L4/R 4 2-year Public Assoc. ExU2 Mix2 L-year or above Private Any VHU or HU or MU PT4 M4/NR or L4/NR 6 Your choice – please specify in the Overview of the Institution & Analysis of the Need for Change section of your Proposal-- Type of Change and Intended Goal 1.

Curricular change–to incorporate new technology and accommodate diverse learning styles 2. Administrative change–to improve efficiency, effectiveness, and service to the customer 3. Academic support change–to systemically improve retention and completion rates 4. Academic program change–to connect academic offerings (and graduates) to the needs of the economy 5. Mode of delivery change–to systematically change mode of delivery options for a diverse student audience from traditional bricks-and-mortar settings to a completely asynchronous environment 6.

Academic philosophy change–to shift the academic enterprise to a competency-based model 7. Your choice–please specify in the Overview of the Institution & Analysis of the Need for Change section of your proposal Source of Change 1. Internal: An internal group of stakeholders or leaders is requesting change. These might include faculty, administrators, or staff. 2.

External: An external group of stakeholders or leaders are requesting change. These might include parents, lawmakers, a governing board, influential funders, or accrediting bodies, among others. 3. Internal and External: Forces are such that the request or need for change are coming from both internal and external forces. If you have any questions after reading through the feedback on this milestone, reach out to your instructor.

Remember that your instructor is a resource you should utilize throughout the course. Make sure to include the following critical elements in your paper: Critical Elements Provide an overview of the selected hypothetical institution based on characteristics from the provided list that address Institution Type, Type of Change and Intended Goal, and Source of Change Provide vision, mission, and goals statements for the institution that align with its Carnegie Classification Describe need for change Analyze data to build a case for change Identify the urgency of the change or time implications Assess impact if change not undertaken Submission has no major errors related to citations, grammar, spelling, syntax, or organization Guidelines for Submission: Your paper must be submitted as a 2–3 page Microsoft Word document with double spacing, 12-point Times New Roman font, one- inch margins, and sources cited in APA format.

There is no minimum number of sources required. Utilize tables, figures, and graphs to the extent that you deem appropriate, and incorporate these tables, figures and graphs into the document to improve readability. Rubric Critical Elements Proficient (100%) Not Proficient (0%) Value Overview Provides an overview of the selected hypothetical institution based on characteristics from the provided list that address Institution Type, Type of Change and Intended Goal, and Source of Change Does not provide an overview of the selected hypothetical institution based on characteristics from the provided list that address Institution Type, Type of Change and Intended Goal, and Source of Change 25 Vision, Mission, and Goals Statements Provides vision, mission, and goals statements for the institution that align with its Carnegie Classification Does not provide vision, mission, and goals statements for the institution that align with its Carnegie Classification 25 Need for Change Describes need for change Does not describe need for change 10 Case for Change Analyzes data to build a case for change Does not analyze data to build a case for change 10 Urgency of Change Identifies the urgency of the change or time implications Does not identify the urgency of the change or time implications 10 Impact of No Change Assesses impact if change not undertaken Does not assess impact if change not undertaken 10 Writing Mechanics Submission has no major errors related to citations, grammar, spelling, syntax, or organization Submission has major errors related to citations, grammar, spelling, syntax, or organization 10 Earned Total 100%

Paper for above instructions

Introduction

This document provides an overview of TechBridge University, a hypothetical institution designed to align with the Carnegie Classification of Public, Four-Year Universities. This overview will include the institution's characteristics, vision, mission, goals, and the necessary changes informed by relevant data, highlighting the urgency of these changes.

Overview of TechBridge University

Institution Type and Attributes

Level and Control: TechBridge University is a public institution that offers undergraduate and graduate programs, operating under state governance.
Instructional Program: The university houses a diverse range of programs, focusing primarily on Science, Technology, Engineering, and Mathematics (STEM), as well as Arts and Humanities.
Enrollment Profile: TechBridge University has an enrollment of approximately 15,000 students, comprised of undergraduate and graduate learners. Approximately 70% of students are enrolled at the undergraduate level.
Undergraduate Profile: The undergraduate student body consists of diverse learners, representative of varying ethnicities, socioeconomic backgrounds, and learning abilities. The profile indicates a significant number of first-generation college students at around 40%, indicating a need for tailored support services.
Size and Setting: Situated in an urban setting, TechBridge University occupies a sprawling 100-acre campus that includes modern facilities, laboratories, and technology centers designed to cater to its STEM-focused programs.

Vision, Mission, and Goals

Vision Statement: "To empower the next generation of thinkers, innovators, and leaders by bridging education to real-world applications in a diverse and inclusive environment."
Mission Statement: "TechBridge University is dedicated to providing an accessible, high-quality education that fosters growth, innovation, and adaptability. We strive to prepare our students to succeed in a global economy, supporting them through experiential learning, research opportunities, and community engagement."
Goals:
1. To enhance student engagement through innovative curriculum development that reflects current industry demands and technological advancements.
2. To improve retention and completion rates by implementing comprehensive academic support systems and advising tailored to first-generation college students.
3. To promote diversity and inclusion across all facets of university life, ensuring equitable access to resources and opportunities.

Need for Change

Analysis of the Current Situation

Recent studies and internal surveys reveal the urgent need for change at TechBridge University. Data indicates that the retention rate for undergraduate students is currently at 65%, significantly below the national average of 73% for public universities (National Center for Education Statistics, 2023). Additionally, the graduation rate is lagging at 55%, raising concerns among stakeholders regarding the efficacy of existing academic support services.
Demographics: The institution serves a diverse population with a significant percentage of first-generation college students, who typically face higher challenges in navigating higher education systems (Pascarella & Terenzini, 2005).
Resource Allocation: Current allocation of resources to academic advising and support services is insufficient, leading to students feeling disengaged and unsupported during their academic journey (Cuseo, 2017).

Urgency of Change

The need for change cannot be overstated. With external pressures from state funding bodies linking financial support to retention rates and overall student success, immediate reforms in academic support strategies and student engagement initiatives are critical to prevent further decline in critical performance metrics (Erisman & Looney, 2007).

Impact of Not Implementing Change

Failure to enact these proposed changes may result in dire consequences for TechBridge University. A continued decline in retention and graduation rates will not only jeopardize the university's funding but also tarnish its reputation. Potential ramifications may include reduced enrollment, faculty layoffs, and ultimately a questioning of the institution's relevance in the contemporary educational landscape.
Additionally, underprepared graduates entering the workforce may struggle to find gainful employment, further perpetuating cycles of disadvantage among the diverse populations the university serves (Goldrick-Rab, 2010).

Conclusion

TechBridge University stands at a critical juncture where proactive steps toward enhancing academic support and engagement for its diverse student body are imperative. The vision, mission, and goals of the institution clearly align with the imperative to empower students and integrate innovative practices within the educational framework. Change is not only necessary but urgent, to ensure the evolving needs of students and the workforce are met effectively.

References

1. Cuseo, J. (2017). The Empirical Importance of Academic Advising & Student Success: A Literature Review. University of California, Santa Cruz.
2. Erisman, W., & Looney, S. (2007). The Impact of State and Federal Policies on College Access and Success. The Urban Institute.
3. Goldrick-Rab, S. (2010). Promoting Completion Through Financial Aid: A Strategic Approach. Journal of Student Financial Aid, 40(1), 29-35.
4. National Center for Education Statistics. (2023). Postsecondary Graduation Rates. U.S. Department of Education.
5. Pascarella, E. T., & Terenzini, P. T. (2005). How College Affects Students: A Third Decade of Research. Jossey-Bass.
6. Bensimon, E. M., & Dowd, A. C. (2012). The Importance of Institutional Context to Graduate Outcomes. Review of Higher Education, 35(4), 529-552.
7. Engle, J., & Tinto, V. (2008). Moving Beyond Access: Postsecondary Student Success. The Pell Institute for the Study of Opportunity in Higher Education.
8. Smith, D. G., & Darnell, L. (2019). Higher Education's Critical Need for Inclusive Excellence. In Diverse Education Practices.
9. Laird, T. F. N., & Kuh, G. D. (2011). Student Engagement and Student Learning. Journal of College Student Development, 52(3), 293-309.
10. McKinsey & Company. (2021). The Future of Work: The impact of the pandemic on higher education.
This compilation provides a succinct yet thorough overview of the institution along with relevant evidence necessitating the planned changes within TechBridge University.