Final Milestone
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.
For additional details, please refer to the Final Project Guidelines and Rubricdocument.
**Follow rubric verbatim please
**Below is all the milestone papers 1-3
** Guidelines for Submission: Your regulatory change response plan must be a well-developed paper that 1015 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.
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 courts 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 institutions 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 institutions 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 1015 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
theorys 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 institutions
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% Running head: REGULATORY LEGISLATION 2
REGULATORY LEGISLATION 2
Americans With Disabilities Act
Deanna Buchanan
Southern New Hampshire University
Introduction
The Americans with Disabilities Act (ADA) was passed to prevent the discrimination of individuals with disabilities. The U.S government made it illegal to discriminate against people living with disabilities in terms of employment, education, communication, public transport, and many more. Higher institutions of learning are experiencing a growth in diversity, and all their clients expect effective services that will meet the needs of every one of them. Hence, colleges and universities should understand that the government protects people with disabilities, and compliance with ADA is essential. Public colleges, universities, and many private institutions of higher education have a legal obligation to ensure that all students’ environments are accessible to all students (Myers, 2020). ADA is meant to accomplish many things, the major one being the protection of individuals with disabilities in higher institutions of learning. This can be both learners and employees. Higher education institutions have to operate to ensure students with disabilities have the hope of receiving a high-quality educationstudents with disabilities. Without compliance with ADA, this will be hard to achieve.
Impact of the Regulatory Decision
Section 504 of the Rehabilitation Act of 1973: Section 504 protects students with disabilities against discrimination in all educational programs that receive funding from the U.S. Department of Education (McAlvage, & Rice, 2018). The regulation will ensure higher education institutions can integrate students with disabilities in their goals and missions. Colleges and universities will foster an environment where all students, including those with disabilities, enjoy their student experience. There is a need to ensure all students and employees in higher institutions can access both physical and digital services in the institutions. Compliance with this regulation will provide the institution is applying all state and federal laws for the good of every student.
Stakeholders in higher education institutions should adopt new technologies that consider the needs of students and employees with disabilities while complying with the set laws and regulations associated with ADA. The institution will not be able to meet the government’s set standards without compliance with this Act. It will be hard to accommodate diversity in the institutions if every individual’s needs regardless of their differences, are not met. Hence, the priority of the institution’s management should be to comply, and administrators should understand all the laws about disability and how that should be applied in higher institutions of education.
If the university does not comply with this regulation, it is an implication that our institution does not respect individuals with disabilities, which is illegal. An institution can attract students when it meets all ethical standards and complies with government regulations. Therefore, non-compliance will mean a loss to the institution. No one would like to be associated with an institution where there is no equality, and the needs of the people are not catered.
Impact of the Act on Operations
Compliance with ADA will change the structure, programs, and activities of the institution. Colleges and universities must be structured to allow students with disabilities to access all the services they want quickly. Students or employees will not be denied to participate in activities because of their disabilities. Things like transit systems must change to ensure disabled individuals in institutions have access to parking, busing, and shuttle options. If housing on campus is provided, it must also be made available with necessary modifications to accommodate persons with disabilities at the same cost (Myers, 2020). Students who have hearing and speech disabilities must also be provided with the necessary resources to aid their education. With higher institutions adopting technology, all students with disabilities must have access to the digital platform on campus and use public websites and online courses.
Conclusion
The government plays a huge role in higher education institutions, and compliance with its legislation is essential. With the growth in diversity in institutions of higher learning, there is a need for colleges and universities to ensure their programs accommodate all students and meet their needs. Implementation of this plan implies that the campus will have met the required standards, and the requirements of every student and employee will be addressed. For the management, compliance with this Act is a chance to show their ability to integrate diversity. Students with disabilities will be able to get access to high quality and standard services and education. Disabled students and employees will be able to access quality services and enjoy their experience in studies and work. Equal opportunities for students with disabilities will be advantageous to the whole community and not the students alone. Advanced education is the wellspring from which society draws its future pioneers and addresses the overall population (Abdeldayem, & Aldulaimi, 2018). Implementation of ADA will ensure educational goals are met, and equality is achieved.
References
Abdeldayem, M. M., & Aldulaimi, S. H. (2018). Corporate Governance Practices in Higher Education Institutions: The UK vs Bahrain. International Journal of Learning and Development, (8), 22-36.
McAlvage, K., & Rice, M. (2018). Access and Accessibility in Online Learning: Issues in Higher Education and K-12 Contexts. From” OLC Outlook: An Environmental Scan of the Digital Learning Landscape”. Online Learning Consortium.
Myers, E. (2020). DA Compliance for Colleges & Universities. Retrieved from https://www.rev.com/blog/ada-compliance-for-colleges-universities Running head: INSTITUTIONAL RESPONSE PLAN 1
INSTITUTIONAL RESPONSE PLAN 2
Development and Implementation of an Institutional Response Plan
Southern New Hampshire University
Deanna Buchanan
Institutional Response Plan
An institutional response plan is prepared based on improving service delivery in the organization (Banerjee et al., 2018). This plan entails a detailed framework of how the institution will utilize the available resources and any future available resources to meet the needs of the organization (Dhanani, 2019). The needs of the institution in this context are particularly focused on the educational affairs of the students. We feel the need to reassure the school stakeholders that the school is committed to students’ Excellency through the development of a new science wing that will be concentrate on creating an enabling environment for students to put their innovate ideas into practice.
Objectives of the plan
To ensure that all students are provided with equal opportunities in and out of the school environment.
To see to it that each students natural talents and potential are uncovered and nurtured by the system.
To give students unlimited access to the schools resources.
To synchronize the available man-power (teaching and non-teaching staff) with the needs of the students.
To make all forms of learning by the students to be the most prioritized objective of the institution.
To utilize the available resources for the success of the students and the school.
Nature of the plan
The plan is based on the optimum utilization of available resources.
The plan has evaluated the current and future needs of the Institution and the students alike.
The plan is very specific about its goals and objectives.
This document coordinates the efforts of all the schools departments.
The plan acknowledges the importance of manpower as a driving factor.
Specific recommendations
We recommend that the institution should adopt an advanced technology setup that would help the students to come up with competitive innovations that can match the current market requirements.
This paper also recommends that the institution should develop an informative program that can be used to educate the students about the importance of participating in innovation programs.
We recommend that innovation resources should be provided to the students on a ratio of at least, one station per two students.
We recommend that the plan should be implemented within a period of one academic year, after approval.
Required Resources
The plan will require an additional staffing of two technical assistants to work in the laboratory section.
Creating the extra work stations would mean that the school will allocate the science department an extra laboratory room.
The working stations should also be furnished with modern technology and infrastructure that would ease the operations.
The current budget for establishing the modern workstations is estimated at $150,000, while the cost of acquiring the new infrastructure and technology is estimated at $200, 000. Other costs, including the cost of acquiring new staff should be allocated a budget of $100,000.
Nature of Financing
The plan requires a total of $450, 000 for full implementation. The science department is expected to raise half of this amount through a charity dinner. We will write a proposal to the school board so that it can facilitate the remaining amount through its annual allocation budget to the school departments.
Reference
Banerjee, T., Bahl, D., Barrow, K., Eisenlohr, A., Rodriguez, J., Wallace, Q., & Jamme, H. T. W. (2018).Institutional Response to Transit Oriented Development in the Los Angeles Metropolitan Area: Understanding Local Differences through the Prism of Density, Diversity, and Design(No. METRANS PROJECT 17-09).
Dhanani, A. (2019). Identity constructions in the annual reports of international development NGOs: Preserving institutional interests?.Critical Perspectives on Accounting,59, 1-31. Running head: COMMUNICATIONS PIECE 2
COMMUNICATIONS PIECE 2
Regulatory Change Communications Piece
Deanna Buchanan
Southern New Hampshire University
Introduction
All organizations are out to comply with the Americans with Disabilities Act (ADA) because it is a government directive. Also, diversity is experienced in all organizations, and higher education institutions have not been left behind. That is why our institution must understand that the government protects people with disabilities, and compliance with ADA is essential. Failure to do so is a lack of respect for the people living with disabilities. It is an implication that our institution does not comply with government regulations, and this is illegal. The main aim of this paper is to present a communication piece that will be used to communicate the response plan regarding compliance with ADA to internal stakeholders. The paper will expand on why the communication piece is most appropriate compared to other co
