Video Discussion Thread: Assessment and Accreditation Consulting this assignment

Video Discussion Thread: Assessment and Accreditation Consulting
this assignment for a women only since you have to record yourself presenting.
S.cenario:
You have been engaged as a consultant for a department in a Christian university seeking to become accredited. Post a video of you conducting a one-day training workshop for the stakeholders of a university department of your choice. You may choose the academic or non-academic department that selected you as their consultant. You may also choose which regional accreditor the college is applying to for accreditation. Professional Development Training Workshop Video:
Your professional development training workshop (i.e., the PowerPoint presentation you create and record yourself presenting) for the department you selected must contain the following:
The name of the university department, the name of the regional accrediting agency the university reports to, and a brief description of at least three of the department’s programs and services.
A brief description of the department’s stakeholders and their roles and why they selected you as their consultant.
A Christian worldview justification for engaging in the assessment and accreditation processes.
At least two of the regional accreditation agency’s standards that have a bearing on their department.
Departmental assistance identifying outcomes that the department should be striving to achieve for each of the programs and services identified (see first bullet point).
Departmental assistance selecting one or more methods for achieving one of the program or service outcomes identified.
Department assistance selecting one or more ways to assess that outcome.
Departmental help determining how the results of the outcome assessment could be used to make an improvement in that program or service.
Departmental help creating an assessment report for the program or service outcome that the department can contribute to the university’s self-study that documents them meeting one of the accreditation standards that has bearing upon their department.
Video Discussion: Assessment and Accreditation Consulting Assignment Instructions
Overview
Making continuous improvements and achieving and maintaining accreditation are two essential goals of today’s higher education institutions. Leaders in these institutions need to determine ways to assist stakeholders in all academic and non-academic departments with the development of knowledge and skills necessary for carrying out assessment processes that lead to program and service improvements and documentation of accreditation compliance. One way is to provide department personnel with professional development opportunities that allow them to acquire or strengthen such knowledge and skills. Doing this demonstrates the desire of leadership to offer support and resources to empower these stakeholders to be able to perform their assessment and accreditation responsibilities. Instructions
For this Video Discussion, you will design a professional development training workshop by creating and presenting a PowerPoint presentation. You must record yourself conducting the professional development training (using your created PowerPoint) as you address each component listed in the thread prompt for the provided scenario. Your Video Discussion Thread must be submitted by 11:59 p.m. (ET) of the assigned Module: Week. Present to your peers by recording a screencast video of you narrating your presentation. Your video presentation must show your PowerPoint presentation as the focal point on the screen with a video window of you audibly narrating and presenting each slide’s information (see the example in the image below). You may use the screencasting video application of your choice (e.g., Kaltura, ScreenPal, Screencastify, etc.). Your video should be 10–15 minutes. For your thread post, you will post your video by copying and pasting the video’s embed code into the appropriate submission area. See the How to Submit a Video Discussion resource provided with this Video Discussion. You must submit narrated videos for this Discussion. Audio-only files or PowerPoint files without audio/video will not be accepted.The PowerPoint presentation you create for the professional development training workshop must include the following:
At least 15 slides, but no more than 20 (the time of your video must be 10–15 minutes).
Lecture notes in each slide of your narrative. Citations and references where appropriate in current APA format. Citations may appear within the slide or the notes section. Provide a references slide at the end of the presentation. A minimum of six scholarly sources must be referenced, four of which are peer-reviewed.
A title page slide. When recording your presentation, present the title page by giving an overview of the presentation’s content (similarly to how an abstract is an overview of a paper). Be sure to include the narrative for your title slide in that slide’s notes section.
.
When submitting your Video Discussion Thread, be sure to include both your embedded video and the PowerPoint presentation file in your submission.

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

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.

please respond. to. Jennifer with 400. words a p a. style citations and referenc

please respond. to. Jennifer with 400. words a p a. style citations and references Hello,, My understanding of college students has not changed but has grown. I have a better handle on the legal issues facing higher education and the students we serve. This course will only enhance my current position within my university. Legal challenges and issues in higher education can affect my office and the students. The university can get distracted from the mission if we ignore ensuring a safe and legal environment.
My first practical lesson came from the first discussion in this course. The future of higher education is a commercial commodity, and there is a need for accountability and the student as the product’s consumer. When those products are unmet, the student can seek that accountability through the courts. Diver (2020) writes that there is a collaborative relationship between the institution and the student.
My second practical lesson was gained from the course readings. One point that stands out is the general introduction. Kaplin (2020) discusses the systems within higher education, where the university sets policies, procedures, and rules for how the university governs. In my current position, student conduct is integral to the university. Those policies in the Student Code of Conduct must mirror the laws outside the university.
My third practical lesson was the knowledge I gained from all aspects of this class. Understanding the law and how it works with or affects higher education can only strengthen my ability to work in senior administration of Student Affairs.
With each course that I have taken through Liberty University, the School of Education’s theme of “Preparing Socially Responsible Candidates Who Are Culturally REAL.” which stands for “Respecting all people, Exhibiting inclusive practice, Advocating for equity, Loving unconditionally.” resonates in my mind daily (Liberty University, SOE (School of Education), 2024). This acronym has made me realize that my work would not have been done without Christ. Keeping in mind the REAL acronym as a part of my daily journey, my service to our students grows. A verse that comes to mind for me is Proverbs 4:23, “keep your heart with all vigilance, for from it flow the springs of life” (ESV, 2016).
Diver, A. (2020). Invitation to trusteeship rather than treat? higher education, human rights, and student litigation: A response to Fulford (2020). Higher Education Quarterly, 75(1), 22–34. https:/Links to an external site./doi.org/10.1111/hequ.12260.
English Standard Version Bible. (2001). ESV Online. http://esvLinks to an external site..literalword.com/
Kaplin, W. A., Rooksby, J. H., Hutchens, N. H., & Lee, B. A. (2020). The law of Higher Education: Student version. Jossey-Bass.

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

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

I need you to write me three essay for program I will provide you with the infor

I need you to write me three essay for program I will provide you with the information and the question that they need to be in the essay (do not use any AI). this is information that you use (This the information about my self is I’m Nora 20 years old US citizen and undergrade majoring in sociology at Penn state university , the study abroad is in south Korea and it’s for sociology class that we goanna study in korea, and as sociology major I felt been around people globally will help me with my major a lot and having the opportunity to take one if my major class international is going change me in good way professionally, and I also I loved south Korea when I was middle school.)
(essay one) The Statement of Purpose essay is an important factor in the selection of Gilman Scholarship recipients. We strongly encourage you to read the Gilman Selection Criteria, carefully review your essay, and ask an advisor, faculty member, or others to proofread your essay for spelling, grammar, and content prior to submission.
In your essay, be specific in describing your individual reasons for studying abroad, keeping in mind that this is a scholarship for academic study abroad or credit bearing international internships. Please address all of the questions below, in no particular order: How will studying or interning abroad help you achieve your future academic or professional goals?
Why did you select your specific program and host country?
How are you academically prepared to be a successful scholar abroad? If you have faced significant academic difficulties, tell us about those and how you are overcoming them.
What examples of knowledge, skills, and experiences will you draw on to meet the challenges of going abroad? Statement of Purpose Upload *
Important! This essay is limited to 7,000 characters (including spaces). Please ensure your essays are single spaced with 1-inch margins and use Times New Roman 12-point font.
(essay one) 5 Questions to Ask Yourself: Statement of Purpose Essay
Do you make a connection between your program and goals?
Do you make a connection between your country and your goals?
Do you share how you will be academically successful on your program?
Do you give examples of your experiences, skills, and knowledge that youwill use to meet program challenges?
Do you address how this abroad experience will impact your future?
(essay two)The two community impact essays are equally important in the selection of Gilman Scholarship recipients. We strongly encourage you to read the Selection Criterion Community Impact Abroad & Student’s Return Home, carefully review your essay, and ask an advisor, faculty member, or others to proofread your essay for spelling, grammar, and content prior to submission.
Building Mutual Understanding EssayGilman Scholars represent the United States as citizen diplomats in their host communities; they reflect a diversity of values, beliefs, and opinions that is fundamental to providing a balanced representation of the United States abroad. Gilman Scholars are expected to contribute to the goal of building mutual understanding by sharing what it means to be an American, learning about the host culture, and building meaningful relationships.As a U.S. citizen, how will you represent and share what it means to be an American during your program? How will you seek opportunities to become more culturally engaged and have meaningful interactions with people and cultures different from your own during your abroad program?
Building Mutual Understanding Upload *
Important! This essay is limited to 3,000 characters (including spaces). Please ensure your essays are single spaced with 1-inch margins and use Times New Roman 12-point font.
(essay two) 3 Questions to Ask Yourself: Building Mutual Understanding EssayDo you articulate how you will represent the United States as a citizen diplomat while abroad?
Do you explain how you will contribute to the goal of building mutual understanding?
Do you discuss how you will look for opportunities to build meaningful relationships and become more culturally engaged?
(essay three)Follow-on Service Project ProposalGilman Scholars are expected to complete the Follow-on Service Project which is to increase awareness of study abroad and the Gilman Scholarship among their peers in their home or campus communities. In no particular order, describe your Follow-on Service Project in more detail: What is your project and how will it increase awareness of study abroad and the Gilman Program among your peers in your home or campus community? Identify and explain why you chose the specific community you will be reaching. How will you integrate the impact of your experience abroad into your project? With which campus departments, student organizations, or community organizations will you collaborate?
Follow-on Service Project Proposal Upload *
Important! This essay is limited to 3,000 characters (including spaces). Please ensure your essays are single spaced with 1-inch margins and use Times New Roman 12-point font.
(essay three)5 Questions to Ask Yourself:Follow-on Service Project EssayDoes your FOSP increase awareness of the Gilman Scholarship and study abroad?
Is your project feasible?
Do you give a detailed plan for your project?
Do you include your study abroad experience into your project?
Do you have an intended audience? Who will you collaborate with to reachthis community?

please respond to Wanda. with. 400. words. a p a style. citations. and reference

please respond to Wanda. with. 400. words. a p a style. citations. and references
Assessment and accreditation are each significant perceptions in higher education which have progressed up to this present day. Assessment refers to evaluating student learning and performance, while accreditation is evaluating the quality and effectiveness of an institution as a whole (Winstone & Boud, 2022).
Assessment is an ongoing process of gathering evidence of learning and development, then organizing interpreting the information in order to make informed decisions about instructional practice (Bredekamp, 2014). Assessment is also the process of providing credible evidence of resources, implementation, actions and outcomes undertaken for the purpose of improving the effectiveness of instruction, programs and services in higher education (Banta & Palomba, 2014).
In view of Fredonia (2021), assessment in education entails “the systematic collection, review, and use of information about educational programs and services undertake for the purpose of quality improvement, planning, and decision making”. This purpose seeks to enhance student learning, engagement and development as well as create a form of refinement and self-study to programs and services.
In contrast, there is also institutional and organizational performance assessment which include explanation of external environment, organizational motivation, organizational performance and organizational capacity.
In exploring the institutional and organizational performance assessment the following are the areas and subparts:
External environment consist of administrative/legal, political, social/cultural, economic, stakeholder, technological and ecological.
Organizational motivation consist of History, mission, culture and incentive and awards.
Organizational performance consist of effectiveness, efficiency, relevance and financial viability.
Organizational capacity consist of financial, program and process management, inter-organizational linkages, strategic leadership, human resources, infrastructure and structure.
Organizational and institutions play significant roles in societal development in Canada and internationally (Universalia, 2024).
Traditionally, higher education concentrated on measuring student performance through standardized tests and grades. This approach, known as the “Levels” assessment, is based on the idea that student performance can be quantitatively measured and compared to a set stand (Stura et al., 2019). Although this method has been critiqued for being excessive on testing and not taking into consideration that influence factors that may have an effect on student performance, such as socioeconomic circumstances or learning style.
Accreditation is the recognition that an institution maintains standards, requisite for its graduates to gain admissions to other reputable institutions of higher learning or to achieve credentials for professional practice (Liberty University, 2020).
Accreditation, on one hand, has historically been focused on gauging and evaluating the quality of institutions as a whole. Accreditation bodies such as regional accrediting associations, have been established to implement standards for institutions and evaluate their compliance with those standards. However, in recent years, there has been a shift toward evaluating the outputs of institutions, such as student learning and outcomes (Stura et al., 2019).
Accreditation also serves multiple purposes. Institutions aim to achieve various objectives, such as furnishing reliable proof of institutional efficiency, confirming with accreditation agencies and government entities, and strengthening responsibility towards the interest parties (Fernandes & Singh, 2022). Institutions evaluate academic and non-academic alike in regard to aspects with emphasis.
Societal and educational requirements have steered the evolution of assessment and accreditation through history. During the Middle Ages, universities started conducting assessments to evaluate the learning and abilities of their students (Mansour, Boyd & Walshe, 2020).
To sum up everything that has been stated thus far, assessment is a process that improves student learning outcomes outside of just a grade assignment. Educational institutional quality is ensured by accreditation. In alignment with assessment and accreditation and Christian worldview it is stated in II Corinthians 13:5-6; Examine yourselves, whether ye be in the faith; prove your own selves. Know ye not your own selves, how that Jesus Christ is in you, except ye be reprobates? (6) But I trust that ye shall know that we are not reprobates.
References
Banta, T., & Palomba, C. (2015). Assessment essentials: Planning, implementing, and improving
Assessment in higher education [2nd ed]. John Wiley & Sons, Inc.
Fernandes, J. O., & Singh, B. (2022). Accreditation and ranking of higher education institutions
(HEIs): review, observations, and recommendations for the Indian higher education
system. The TQM Journal, 34(5), 1013-1038.
Fredonia (2021). Assessment. Definition and Overview. https://www.fredonia.edu/about/campu-Links to an external site.
assessment/assmtinforesam/overview.
King James Bible. (2024). King James Bible Online. https://www.kingjamesbibleonline.orgLinks to an external site.
(Original work published 1769)
Liberty University. (2020). Assessment and accreditation and their compatibility with a Christian
worldview.
Mansour, W., Boyd, A., & Walshe, K. (2020). The development of hospital accreditation in low
and middle income countries: a literature review. Health policy and planning, 35(6), 684-
700.
Stura, I., Gentile. T., Migliaretti, Gl, & Vesce, E. (2019). Accreditation in higher education:
Does disciplinary matter?. Studies in education evaluation, 63, 41-47.
Winstone, N. E., & Boud, D. (2022). The need to disentangle assessment and feedback in higher
education. Studies in higher education, 47(3), 656-667.

please respond to Maria. with. 400. words. a p a style citations and references

please respond to Maria. with. 400. words. a p a style citations and references
Assessment and accreditation are two crucial processes within education and other fields that serve distinct purposes. Assessment refers to the evaluation of learning outcomes, while accreditation involves the recognition of institutions that meet certain standards of quality. These processes have evolved over time in response to the changing needs and demands of society.
Throughout history, assessment and accreditation have emerged as mechanisms to ensure quality and standards in education and other fields. In ancient times, assessment was often informal and based on oral or written exams to determine knowledge. Accreditation, on the other hand, emerged in the Middle Ages with the establishment of universities and guilds to maintain quality and standards in professions.
In the modern era, assessment and accreditation have become more formalized and standardized processes. Assessment has expanded to include various methods such as standardized tests, portfolios, and performance-based assessments. Accreditation has also evolved to include external bodies that set criteria for quality and hold institutions accountable.
There are benefits and challenges to the two major approaches to assessment – Levels and Organizational Performance. Levels focus on the individual’s achievement of specific learning outcomes, providing detailed feedback on strengths and weaknesses.“For a long time, educational, social, and cultural psychology related to learning and instruction have been neglected in testing (Brown, 2022 p.1).” On the other hand, Organizational Performance looks at the overall effectiveness of an institution in achieving its mission and goals. While Levels provide valuable insights into individual performance, Organizational Performance offers a broader perspective on institutional effectiveness. This broader perspective often account for the various biases that exist.
From a Christian worldview, assessment, accreditation, and their guiding principles can be seen as compatible. Just as Christians are called to stewardship and accountability in all aspects of life, assessment and accreditation reflect these values by ensuring quality and accountability in education and other fields. Ultimately, these processes can align with Christian principles of excellence, integrity, and serving others.
Brown, G. T. (2022). The past, present and future of educational assessment: A transdisciplinary perspective. Frontiers in Education, 7, 1. https://doi.org/10.3389/feduc.2022.1060633 Links to an external site.