Final Milestone

HEA 640 Final Project Guidelines and Rubric

Overview The final project for this course is the creation of a regulatory change response plan. This course explores the importance of regulatory decisions and how the higher education administrator attends to them. These regulations each address some underrepresented need at the institution that is hindering the overall experience and well-being of internal stakeholders. The administrator must adapt the operations and procedures of the institution to meet these regulations in such a way that addresses the needs of the underrepresented population (the target of the regulation), while not adversely impacting the experience of all students (underrepresented population or not). This means being able to implement change while anticipating the impact of any changes on all aspects of the institution. This project will foster the ability to apply regulations to the operation of an institution. The project will use a recent court case in order to develop a strategy for implementing changes in relation to the court’s ruling. Implementation will include identifying resources needed to gain and maintain compliance as well as communication to internal stakeholders. The project will examine the impact on traditional and non-traditional students, and will provide a prediction of future implications on the institution. The project is divided into three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Two, Five, and Seven. The final project will be submitted in Module Nine. In this assignment, you will demonstrate your mastery of the following course outcomes:

 Analyze recent federal court decisions in relationship to adult learning theory for informing student affairs decisions

 Make recommendations for communicating the impact of policy change on student success with internal stakeholders

 Evaluate an institution’s ability to appropriately distribute student services resources to traditional and alternative instructional environments

 Make recommendations to internal stakeholders regarding federal regulatory civil rights requirements specific to student affairs for ensuring campus compliance and accountability

 Analyze strategies to implement institutional change for addressing an institution’s underrepresented need in student affairs

Prompt Through research (online, journal articles, materials from this course, or another source approved by your instructor), you will analyze one of the following recent regulatory changes impacting higher education, or select your own with instructor approval.

 The Campus Sexual Violence Elimination Act of 2013 (Campus SaVE Act)

 Gainful Employment

 Higher Education Opportunity Act of 2008

 Fisher v. University of Texas at Austin

For the purpose of this exercise, it is understood that your institution is out of compliance. You will write a response plan to present to the college president, recommending guidance to the institution on how to respond to the regulatory change that you have chosen, identifying what resources the institution will need in order to respond to your recommendations. You will identify, research, and offer program recommendations with regard to the underrepresented need that corresponds to the chosen regulatory change. Your response should also address both traditional and non-traditional students and be sufficient in order to gain and maintain compliance. As part of your plan, you will make a recommendation on how to communicate this to internal stakeholders. You will also predict the impact that this implementation will have on the higher education institution and its students. You should incorporate examples from this course and your online research in your answers. Specifically, the following critical elements must be addressed:

I. Introduction a. Analyze the basis for this regulatory decision and what the effect of the regulatory decision is on institutional operations.

i. Why was the regulation made? ii. What does this regulation accomplish?

iii. What implications does this regulation have for everyday operations of institutions? b. Apply an adult learning theory that provides support for the regulatory decision.

i. How does the learning theory inform the different ways learning may have been impeded by those who represent the underrepresented need for which this regulation was created?

ii. How does the learning theory inform how learning may improve, given the needed changes? c. Analyze the impact of the regulatory decision on the institution with regard to it being out of compliance and having an underrepresented need

for the state of the institution in the present and future. i. If the school does not respond to the regulation now, what are the implications for internal stakeholders, particularly those who

represent the underrepresented need? ii. What will happen to both internal stakeholders and the school if the school remains out of compliance with the regulation?

II. Response Plan a. Make recommendations on the actions that the institution should take in order to respond to the regulatory decision.

i. What must be done to move the institution into compliance? ii. Which roles at an institution would be important in this process?

b. Describe the resources that the institution will need to commit to respond to the regulation. c. Analyze strategies that could be implemented as part of your plan that would address the needs of the underrepresented population at the

institution. i. What established ideas/methods could be implemented?

ii. How would this address the underrepresented need? d. Describe a program that could be implemented to help further address the underrepresented need at the institution and describe the potential

impact of this program on all students (underrepresented need or otherwise) at the institution. i. What specific programs could be implemented?

ii. How would this program address the underrepresented need? e. Describe how your response will be implemented in order to best accommodate traditional and non-traditional students. f. Evaluate how the institution would distribute the additional resources that would be needed to specifically accommodate both traditional and

non-traditional students and how that would be accomplished.

III. Communications a. Develop a communications piece in order to inform the internal stakeholders of new procedures or policies related to the regulation. b. Explain how your communication piece complies with the constructs of an adult learning theory.

i. How does the learning theory inform how internal stakeholders will receive and interpret these changes? ii. What about the learning theory did you consider when developing your communications piece?

c. Make recommendations on potential strategies that could be employed to ensure that your communication reaches as many internal stakeholders as possible.

IV. Conclusion a. Describe how your response will ensure that the institution will maintain compliance with federal regulatory civil rights requirements in the

future. b. Analyze any differing strategies with regard to your response to both traditional and non-traditional delivery models.

i. What are other strategies not used in your response plan? ii. How is your strategy preferable to these other strategies?

c. Analyze the impact that this implementation will have on the operation of the institution with regard to an underrepresented need in student affairs.

i. Given the changes proposed in the response plan, what are the implications for those who represent the underrepresented need? ii. What benefits will this plan have for students, aside from being in compliance with the regulatory decision?

Milestones Milestone One: The Regulatory Change In Module Two, submit a brief synopsis of the regulatory change you have chosen to develop a response plan for in your final project. Identify an adult learning theory that supports the regulatory change. Explain the premise for the change and the impact that the change will have on the operation of the institution with regard to an underserved need in student affairs. This milestone is graded with the Milestone One Rubric. Milestone Two: Developing the Plan In Module Five, submit a detailed outline of your response plan for your chosen regulatory change. The entry should address the main components of the plan in terms of action recommendations, key players, and a process for compliance assurance with identified resources. This milestone is graded with the Milestone Two Rubric. Milestone Three: Communicating Change In Module Seven, submit a communications piece (e.g., email announcement, formal letter, postcard, etc.) that you and your team will use to communicate your response plan to a large and diverse body of internal stakeholders. This milestone is graded with the Milestone Three Rubric. Final Submission: Regulatory Change Response Plan In Module Nine, submit your regulatory change response plan. It should be a complete, polished artifact containing all of the critical elements of the final product. It should reflect the incorporation of feedback gained throughout the course. This submission will be graded using the Final Project Rubric.

Deliverables Milestone Deliverable Module

Due Grading

1 The Regulatory Change Two Graded separately; Milestone One Rubric

2 Developing the Plan Five Graded separately; Milestone Two Rubric

3 Communicating Change Seven Graded separately; Milestone Three Rubric

Final Submission: Regulatory Change Response Plan

Nine Graded separately; Final Project Rubric

Final Project Rubric

Guidelines for Submission: Your regulatory change response plan must be a well-developed paper that 10–15 pages in length (plus cover page and reference sheet) and written in APA format. Use double spacing, 12-point Times New Roman font, and one-inch margins. Include at least five references cited in APA format.

Critical Elements Exemplary (100%) Proficient (90%) Needs Improvement (70%) Not Evident (0%) Value

Introduction: Regulatory Decision

Meets “Proficient” criteria and analysis provides keen awareness into the basis for the regulatory decision as well as insight into the effect of the regulatory decision on institutional operations

Analyzes the basis for the regulatory decision and the desired effect of the decision on institutional operations

Analyzes the basis for the regulatory decision, but not the desired effect of the decision on institutional operations, or analysis of the basis or effect is underdeveloped

Does not address the basis or desired effect of the regulatory decision

6.3

Introduction: Adult Learning Theory

Meets “Proficient” criteria and provides additional online research that further supports application of this learning theory’s support of the regulatory decision

Applies an adult learning theory that provides support for the regulatory decision

Discusses an adult learning theory but does not apply it to the regulatory decision, or learning theory is not applicable

Does not discuss an adult learning theory or the regulatory decision

6.3

Introduction: Impact of the

Regulatory Decision

Meets “Proficient” criteria and provides detailed examples of actual institutions that support analysis of impact of the institution

Analyzes the impact of the regulatory decision on the institution with regard to it being out of compliance and having an underrepresented need in both the present and the future

Analyzes the impact of the regulatory decision on the institution, but analysis does not include how institution is out of compliance, how it has an underrepresented need, or the state of the institution in either the present or future, or analysis is underdeveloped

Does not analyze the impact of the regulatory decision on the institution with regard to it being out of compliance and having an underrepresented need

6.3

Response Plan: Recommendations

Meets “Proficient” criteria and provides detailed examples of actual institutions that support recommendations made

Makes recommendations on the actions that the institution should take in order to respond to the regulatory decision

Makes recommendations on the actions that the institution should take, but recommendations do not respond to the regulatory decision or are lacking in detail

Does not make recommendations on the actions that the institution should take

6.3

Response Plan: Resources

Meets “Proficient” criteria and description of resources is practical and feasible for the institution while remaining effective in the institution’s response to the regulatory decision

Describes the resources that the institution would need to commit in order to respond to the regulatory decision

Identifies the resources that the institution would need but does not describe how these resources would respond to the decision

Does not identify the resources that the institution would need to commit in order to respond to the regulatory decision

6.3

Response Plan: Strategies

Meets “Proficient” criteria and provides detailed examples of actual institutions that support analysis of institutional impact

Analyzes strategies that could be implemented as part of the plan that would address the needs of the underrepresented population at the institution

Identifies strategies that could be implemented, but does not offer an analysis of how they could address the needs of the underrepresented population, or analysis is underdeveloped

Does not identify any strategies that could be implemented in the response plan

6.3

Response Plan: Program

Meets “Proficient” criteria and provides cogent examples to detail how the implemented program would address the needs of the underrepresented population

Describes a program that could be implemented to address the needs of the underrepresented population at the institution and its impact on all students

Describes a program that could be implemented but does not include how program could help further address the underrepresented need at the institution or the potential impact of this program on all students, or description is lacking detail or inaccurate

Does not describe a program that could be implemented to address the needs of the underrepresented population

6.3

Response Plan: Implementation

Meets “Proficient” criteria and provides cogent examples to detail how the implemented response plan will accommodate both traditional and non- traditional students

Describes how the response plan will be implemented to specifically accommodate both traditional and non-traditional students

Describes how the response plan will be implemented with regard to traditional and non-traditional students, but does not offer a description of how the plan will accommodate both groups

Does not describe how the response plan will be implemented with regard to traditional and non- traditional students

6.3

Response Plan: Additional Resources

Meets “Proficient” criteria and description of resources is practical and feasible for the institution while remaining effective in accommodating traditional and non-traditional students

Evaluates how the institution would distribute additional resources needed to accommodate traditional and non-traditional students

Identifies the additional resources that would be needed to accommodate traditional and non-traditional students but does not evaluate how the institution would go about distributing them or evaluation is underdeveloped

Does not identify the additional resources needed to accommodate traditional and non-traditional students

6.3

Communications: Communications Piece

Meets “Proficient” criteria and communication piece addresses the needs and potential concerns of each subgroup within the internal stakeholders

Develops communications piece that informs the internal stakeholders of the new policies and procedures implemented related to the regulatory decision

Develops communications piece, but does not inform the internal stakeholders of the new policies and procedures implemented or does not convey them articulately or appropriately

Does not develop communications piece

6.3

Communications: Adult Learning Theory

Meets “Proficient” criteria and provides additional online research that further supports application of this learning theory with the communication piece

Explains how the communications piece complies with the constructs of an adult learning theory

Discusses the communications piece and a learning theory but does not offer an explanation as to how they comply with each other or the learning theory is not applicable

Does not discuss the compliance of the communications piece with the constructs of an adult learning theory

6.3

Communications: Strategies

Meets “Proficient” criteria and provides cogent examples to detail how the strategies employed will assist in reaching as many internal stakeholders as possible

Recommends strategies that could be employed to ensure that the communication reaches as many internal stakeholders as possible

Recommends strategies that could be employed to ensure the communication reaches as many internal stakeholders as possible but recommendations lack detail or are not applicable

Does not recommend strategies that could be employed to ensure that the communication reaches as many internal stakeholders as possible

6.3

Conclusion: Maintaining Compliance

Meets “Proficient” criteria and provides detailed examples of actual institutions that support description on how the institution will remain in compliance

Describes how the response plan will ensure that the institution will maintain compliance with the regulatory requirements in the future

Describes how the response plan will ensure that the institution will maintain compliance with the regulatory requirements in the future, but description lacks detail or is implausible

Does not describe how the response plan will maintain compliance with the regulatory requirements in the future

6.3

Conclusion: Differing Strategies

Meets “Proficient” criteria and provides a breadth of differing strategies while analysis further supports the original strategy chosen

Analyzes differing strategies with regard to the response plan to accommodate both traditional and non-traditional delivery models and analyzes how his/her chosen strategy is preferable

Identifies differing strategies with regard to the response plan to either traditional and non- traditional delivery models but does not analyze how chosen strategy is preferable or analysis is underdeveloped

Does not analyze differing strategies with regard to the response plan to accommodate traditional and non-traditional delivery models

6.3

Conclusion: Operation of the

Institution

Meets “Proficient” criteria and provides detailed examples of actual institutions that support evaluation of institutional impact with regard to the underrepresented need

Analyzes the impact that the regulatory change would have on the institutional operations in regard to the underrepresented need

Analyzes the impact that the regulatory change would have on the institutional operations but does not address the underrepresented need, or analysis is underdeveloped

Does not analyze the impact of the regulatory change on the institutional operations

6.3

Articulation of Response

Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy-to-read format

Submission has no major errors related to citations, grammar, spelling, syntax, or organization

Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas

Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas

5.5

Earned Total 100%