21
1
Doctoral
CAPSTONE PROPOSAL FORM
for the EDD
Milestones 1 and 2
CURRICULUM PRODUCT
ABOUT THIS FORM
This form serves as the single form for both Milestones 1 and 2.
Complete the Topic and Problem Approval Form (Part 1) for Milestone 1.
After the Topic and Problem Approval Form has been approved, it becomes part of your capstone proposal.
The Proposal part of this form is located in this document after the approval page for the Topic and Problem Approval Form; it is a continuation of your Topic and Problem Approval Form.
Completion of all parts of this Topic/Problem Approval and Proposal Form is necessary for mentor and school approval of Milestone 2.
Resources
Refer to the Doctoral Capstone Deliverable Guide for detailed information about all capstone types and the Programs of Professional Practice document for information about the capstone itself and topic criteria by specialization.
ABOUT THIS FORM
This form serves as the single form for both Milestones 1 and 2.
Complete the Topic and Problem Approval Form (Part 1) for Milestone 1.
After the Topic and Problem Approval Form has been approved, it becomes part of your capstone proposal.
The Proposal part of this form is located in this document after the approval page for the Topic and Problem Approval Form; it is a continuation of your Topic and Problem Approval Form.
Completion of all parts of this Topic/Problem Approval and Proposal Form is necessary for mentor and school approval of Milestone 2.
Resources
Refer to the Doctoral Capstone Deliverable Guide for detailed information about all capstone types and the Programs of Professional Practice document for information about the capstone itself and topic criteria by specialization.
Learner and Specialization Information
(to be completed by Learner)
Learner Name
Maribel Alvarado
Learner Email
Malvarado2@capellauniversity.edu
Learner ID Number
1216996
Mentor Name
Dr. Sharon Michael-Chadwell
Mentor Email
Sharon.MichaelChadwell@capella.edu
Specialization
Educational Leadership and Management
Specialization Chair Name
Kelli Liegikis
Specialization Chair Email
Kelli.Liegikis@capella.edu
Category/Deliverable Type
Professional Product/Curriculum/Training
Capstone Site Information
Name:
Type of Organization: Hudson County Community College
Learner Role at Site
Financial Aid Counselor/Adjunct Instructor
Note: Please remember to sign the Statement of Original Work at the end of this form.
TOPIC and PROBLEM STATEMENT APPROVAL
PART 1 (Milestone 1)
Overview of Milestone 1 (Part 1)
The following information is requested in the Topic/Problem Approval Form. Please read
all instructions on the following pages carefully.
NOTE: Begin inputting your information on p. 4. Do not write in or change the text in the boxes.
1. Current State/Needs Analysis
Capstone Site Information
Statement of the Problem
Data/Evidence of the Problem
Broader Topic Within Which the Project is Situated
Role at or Relationship with the Capstone Site
2. Proposed Future State
Description of the Proposed Deliverable
Deliverable Design Model
Purpose of the Project
Target Audience and Stakeholders
Rationale for the Deliverable
Collaboration with the Site
Site Permission
Alignment of the Deliverable and Your Specialization
Scope and Significance of the Project
3. Communication and Scholarship
Reference List of Sources Cited
Grammar, Usage, and Mechanics (GUM)
TIPS: Use the Doctoral Capstone Deliverable Guide and the Programs of Professional Practice to inform your responses. Be as concise and precise as possible. Do not include information not requested.
Be sure to include data, evidence, information, and examples to support your statements and assertions.
Similarly, provide citations from scholarly and professional literature to demonstrate your knowledge of the field in which your selected project is situated, and to support your descriptions and explanations of proposal components where appropriate.
PLEASE NOTE: Check whether an appropriate off-the-shelf product already exists and be ready to justify the need for development of a new product. Your product should fill a need, not duplicate or provide a redundant alternative to an existing product.
1. Current State/Needs Analysis
Capstone Site Information
Provide a brief, general description of your organization. Depending on the type of organization, key information for the organizational background should include items such as name and location of the organization, its size (i.e., number of employees, student enrollment, revenues, etc.), mission and purpose, its organizational structure (i.e., departments, divisions, and so on).
Hudson County Community College [HCCC], a two-year, metropolitan mid-size community university that delivers undergraduate programs, is situated in Jersey City, New Jersey. HCCC is an open college for admissions to any high-school graduate or GED student. There are currently 5,136 full-time students and 3,728 part-time students. Demographic analysis showed that African American males are lowly enrolled in 13% of full or part-time students in African American colleges. The lower percentage of male students who enrolled in the college is African American males. Of these numbers, an acceptable retention rate would be at least 50 percent, comparable to all students’ overall retention, which is approximately 58 percent.
There are also concerns about the academic performance of African American males who do not achieve equal leads to higher education within Community colleges. While community colleges are the initial route for African American men to higher education, they fail in graduating, moving, or entering the workplace. As a result, African American men do not persist or attain the same degree as women in the higher education setting, thus leaving this group of male students ill-prepared for the workforce, which creates another dilemma (College Board 2010).
Hudson County College’s administrative structure consists of the Board of Trustees, a diverse group of professionals from the local area with legal services, education, civil service, and financial services. Other key administrators include the President, Executive Vice President and Provost, Assistant Vice President of Academic Affairs, Dean of Instruction, Department Chairs, and Program Coordinators and Directors.
Statement of Problem
Provide a statement of the problem or need for improvement at the capstone site. Begin the statement with “The problem is…” The statement should be one or, at most, two sentences. Then, identify the performance gap you wish to close and the potential root causes of the problem.
The problem is that Hudson County Community College experience a low retention turn-up of African American males.
Data/Evidence of the Problem
Include data/evidence/information that supports your statement of the problem. Explain what the organization has done, thus far, to address the issue. Identify who conducted the needs assessment, what process was used, and what was learned. Be precise. (Max. 250 words)
Data/Evidence
The distilled statement of the problem came from the low retention rates for African American males in Hudson County Community College. This specific segment of the capstone site’s student population faces many issues and challenges that affect their retention and graduation rates. Significant challenges and topics include a lack of academic preparedness, as his family’s pioneer to attend college, and the lack of support from his household. Furthermore, members of this specific population often lack intrinsic motivation, a low level of interaction with faculty, and a lack of cognitive skills, all of which have interfered with the African American male’s rates of retention and graduation at postsecondary institutions (Palmer & Young 2009).
In order to effectively solve these problems, more attention and strategies are needed to address enrollment, low retention, and completion rates of African American males. The lowest rates of all students were African American men, from 2014 to 2017, admitted, retention and graduated. During these times the graduation rates for African American men were:
In 2014, African American males received 7 degrees, which was 5.83% of the entire graduating class.
In 2015, African American males received 9 degrees, 6.62 percent of graduation as the whole class.
In 2016, there was no data concerning the percentage of African American male graduates.
In 2017, African American male graduates who were awarded 61 degrees were increased. They were 6% of the entire 1,011 student graduate class. (National Center for Education Statistics).
As of fall 2019, the African American student population totaled 646 full-time students and 566 part-time students; however, this group’s drop-in enrollment declined between 2013 and 2018. The institution has minimal efforts to address and African American male student population’s unique needs.
Broader Topic Within Which the Project is Situated
State the broader topic within which your problem or opportunity for improvement is situated. Begin the section with “The topic is…” The statement should be one or, at most, two sentences.
Provide a brief review of literature and research pertinent to the topic as it relates to the problem or improvement opportunity. Include at least 5 citations that represent the most recent research/professional literature on the topic. Seminal works may be included. (Max. 250 words)
The topic is that the African American males’ population is one of the lowest enrollment numbers and one of the lowest graduations and retention proportions at the capstone site. Therefore, efforts to retain and graduate more African American males are needed.
A few of the most significant issues faced by higher education are the low enrollment, disengagement, and low African American males’ graduation rates (Harper, 2014). According to Lucila Loera, Assistant Vice President for the office of Access, Equity, and Achievement at Washington State University, “When you are working with this population, you have to be very intentional” (Camera, 2015). It is not enough to admit these students. Still, it is also necessary to create an educational environment where they may thrive and maintain an enriching higher education experience. In addition, the personal circumstances and lacking academic training challenge African American male college students, which prevent them from persisting and eventually graduating from the college. For students who attend two-year college, the issue of low retention and graduation is more significant. The retention and graduation rate of men and women in African American is lower than that of white men, Hispanic men and African American women. The rate of retention and graduation of men. As a result, many leaders and policy makers in higher education have recognized this achievement and politicians who try to understand why and find ways to solve these problems effectively at the community level. (Moss 2019).
In addition, a greater amount of African Americans enroll in community colleges compared to 4-year colleges. The success of males in community colleges in African America is, however, disappointing (Bratton, 2018). According to The American Council on Education (2006), Community colleges are not able, at the pace of their counterparts in other classes of students, to produce African American male graduates.
Your Role at or Relationship with the Organization
First, describe your role at the organization or, if not employed by the organization, the nature of your relationship with the organization. Then, describe your prior experience and training that prepares you to develop a curriculum product.
NOTE: If your proposed project is part of a larger change or improvement project, please explain your role in relation to the larger project or improvement team.
My current role at Hudson County Community College is as a Financial Aid Counselor. I am responsible for advising students and parents about existing financial aid resources, to recognize and enforce all federal, state or organizational financial support services and evaluate applications for Financial Aid in order to assess eligibility of students.
Criteria for Proficient Rating: Current State/Need Analysis
The capstone site description includes information requested and additional site details pertinent to the proposed project.
A succinct and clear problem statement is provided with sufficient and well-aligned data, evidence, and explanation that support and substantiate the statement. An explanation of what has been done thus far to address the problem, and the results of these efforts is included.
A short and informative literature review of the relevant broader topic and context within which the problem is situated is presented. Resources are recent, appropriate, and accurately cited.
The learner’s role at the organization is described. Prior knowledge of and experience with curriculum development and/or intervention design, development, and implementation is explained. If the proposed project is part of a larger change or improvement project at the site to address the same or related issue or problem, a full explanation of the learner’s role is provided.
Reviewer Comments:
2. Proposed Future State
Description of the Proposed Deliverable
Briefly describe the proposed product you will develop to address the problem, including each of its components. That is, which specific documents and/or files will you include when you upload your deliverable part of the capstone project? If a curriculum or training product, provide information about the length of offering, number of sessions and so on
Your description may be subject to change over time as your planning evolves. Provide the best information and be as specific as you can at this point.
Note for PIL learners only: If a non-training intervention, describe the combination of tools and techniques that relate to solving a performance problem or implementation of an organizational change. Explain whether the change efforts are long-term, evolutionary, or progressive.
African American men’s low graduation or retention rates in the college culture setting are a major concern for practitioners in higher education. This group of students continues to experience a low level of retention and graduation for different reasons. Firstly, this lack of success affects society and the social positioning of society because of the positive results that are usually achieved by graduating. These positive results include revenue, social mobility, lower jail prisons and higher life expectancy (Bush & Bush, 2010). While many African American men attend community institutions, it is a challenge for many of them to succeed and finally graduate in academia. (Toldson & Morton, 2011).
The academic achievement rate of African American males is appalling compared with other student classes. The good retention and degree rates of this category are prohibited by this contributing factor. The researcher proposes therefore the creation and delivery of a mentoring program for African- American male students specifically at the capstone location. The product can be developed and implemented to improve these students’ graduation and retention rates. This product’s purpose as a support mechanism will be instrumental in helping African American males at the capstone site become more confident, academically capable, self-motivated, and engaging.
The student participants in this program will be recruited in a variety of ways. Such ways will include first-year and continuing African American males with various academic capabilities and deficiencies, determined through placement test scores, enrollment in remedial courses, and overall academic achievement.
The development of this product is intended for the long-term and will include weekly gatherings of participants to discuss various concerns. Also, tutoring schedules will be developed as needed to address academic issues. The component of the program will include:
professional African American males as coaches and facilitators;
academically successful African American male students as Peer Mentors;
designated hours for meetings, social and cultural undertakings; and
Academic assistance, such as individual tutoring twice a week in the least frequency.
This product’s development and implementation will require a comprehensive approach using a conceptual model to support these African American male students by the capstone site. However, there are significant elements that must exist that include (1) committed, ethical and transformational leadership at the capstone site; (2) support of the college community; and (3) quality African American support programs (Harwood, 2013).
Deliverable Design Model
Name and briefly describe the curriculum or instructional design model that will guide the development of that project component, as applicable.
Note for PIL learners only: If developing a non-training intervention, identify and briefly describe the intervention design principles that will guide the development of the intervention(s).
Supplemental instruction addresses four significant factors, which include: (1) feelings of isolation among many college students; (2) difficulties associated with adjustment to a new and unfamiliar environment; (3) the inability of students to link the knowledge received from class lectured to what they currently understand; and (4) the difficulties students experience in the college environment (Stone & Jacobs 2008).
The intervention’s rationale is to have struggling African Americans; males become more actively engaged in their learning with the support of professionals who have knowledge and experience working with this particular college student. For many men of color, college life can be fraught with traumatic or stressful experiences. Many of these men see themselves as the person who can change their family’s social and economic situations, enhance their socio-economic status, be respected by all people. The moment they enter higher learning institutions, they must be met and provide with resources that will improve their retention and eventual academic success. Various retention programs have been successful in discouraging students from dropping out of college. ACT-Habley (2010) reviewed the various efforts for college retention at colleges offering 4-year programs that have successfully retained students. These programs may include one or more of the following: Freshman Seminar, Supplemental Instruction, Tutoring, and Learning Communities, advising interventions, course placement based on test values, summer direction and use of a framework for early warning (Habley et al. 2010). Community colleges have also started to spend more money to improve their students’ retention programs. These programs include accelerated developmental courses, supplemental instruction, and student orientation sessions for first-year students (Hanover Research, 2014). While these programs are widely used, there is presently a lack of research to determine which retention strategy is most effective.
Interventions that address specific gaps and root causes may include implementing additional educational opportunities that lead to employment opportunities and closer monitoring of their academic progress through early intervention and support. These interventions may also involve paying more immediate attention to the data that suggest that African American and Latino male students often struggle the most in their introductory courses. In this case, closer monitoring of their progress is needed through supplemental instruction, advising, and mentoring. The institution’s commitment to providing intensive tutoring, counseling, and mentoring will help address these students’ personal and academic needs.
Purpose of the Project
State the purpose of your project: “The purpose of the project is to develop [insert type of deliverable] to improve [insert the problem].” The purpose statement must show the alignment of the proposed product and the problem statement.
The project aims to develop initiatives to increase African American males’ retention rate significantly for many higher learning institutions. Therefore, this project’s central purpose is to examine the issues associated with these students’ retention and develop and implement actions that may be taken to address this issue.
Target Audience and Stakeholders
Target Audience
Who is your target audience for the deliverable? (Provide job titles/roles, anticipated audience numbers.) A target audience refers to the people for whom the deliverable will be developed (e.g., teachers, enrollment staff, students, etc.) Do not include people’s names.
Stakeholders
Who are the stakeholders with whom you will collaborate and obtain feedback and/or input as you develop your product? Who will benefit indirectly from the product? (Provide job titles, roles, groups.) Stakeholders may, in some cases, be identical to the target audience. Do not include people’s names.
Provide a separate heading for each.
The target audience will include all student support personnel, faculty, students, senior administrators, and the Office of Admissions. Collaboration occurs across all areas across the organization and plays an essential role in my organization’s daily operations. Without cooperation, there would be minimal accomplishments in programs and services that are presently offered. In this way, the organization was improved, taking professional people with experience and skills into different fields to share knowledge and opportunities while enhancing their internal competences. Much importantly, collaboration brings diverse viewpoints and resources to the table that may have otherwise been overlooked.
The collaboration with students and colleagues has been instrumental in the sharing of insights regarding this issue. Through the cooperation with crucial college personnel such as administrators, faculty, and support staff, presented opportunities become more aware of the importance of aligning with the organization’s goals and how this directly affects how well this new initiative may be implemented. Collaboration is a crucial element of the project since making decisions in silos fails to achieve desired results covering organizational, tactical and operational objectives (Watkins et al., 2012).
Rationale for the Deliverable
Explain the rationale for developing an original deliverable/product. If there are existing off-the-shelf products such as training packages for a software product or professional development offered by outside companies or associations that would address the problem, explain why it is necessary to develop your solution.
Then, respond to the questions listed below in no more than one to three sentences per question.
Rationale
According to Schott (2010), “In most American cities, dropout rates for African American and Latino males are well above 50%, and they’re less likely to enroll or graduate from college than any other group” (para. 1). Many of these males need various support services that many colleges have found to be their most significant challenges. Schools need more help in making efforts to provide this population of students with the services they need. Provision of support services to students is an urgent issue that should be adequately addressed and needs to be treated as an American problem instead of directly affected (Noguera 2012). Failure to address this issue can result in these young men being continuously labeled as problematic and the least productive group in society.
In providing African American male students with relevant support services, some students are inappropriately prepared for college-level work and lack development regarding time management, study skills, and other academic abilities, and such factors must be noted. This is not a surprising realization since it has been well documented that male students of color are likely to have lower college preparation levels than their white colleagues (Wood et al., 2015). NPSAS (2012) cited that in 2012, 44 percent of the Black male were enrolled in remedial courses, while only 33 percent of white males required remedial instruction. However, precautionary measures must be taken when reviewing these statistics because they do not imply that men of color have a statistically higher remediation rate than the general population (NPSAS 2012).
Even if African American and Latino men face and overcome certain difficulty for high school accomplishment and college enrollment, they are often not graduating. In fact, African American graduates from four-year institutions graduate only at weakest level of any other races and ethnicities, as per the U.S. Education Department statistics (McBride 2017). The analysis considered students’ six-year degree rates in four clusters. In each cohort, for Black male students who attend public universities and colleges, the six-year graduation rate was 35% compared to 46% for Latino and 59% for white male undergraduate students. (McBride 2017).
More efforts need to be implemented in this specific organization to provide more significant support for the population in question. While existing Student Support Services are in place, special support services for African American and Latino males are still needed. Post-secondary schooling for African American and Latino men is more difficult than for other racial and ethnic groups. In the last 20 years, these groups have received considerable attention. As a result, educators, administrators, and policymakers continue to debate what can be done to improve African American and Latino males (McBride 2017).
Respond to these questions:
How will this project benefit your organization and the target audience?
This product will benefit the organization and the target audience because the implementation of programs that address African American and Latino males’ retention needs will enhance the possibility of increased academic performance, social adjustment, and the eventual graduation of members. Thus, increasing the college’s overall retention and graduation rates.
Why is your product (rather than an action research or evaluation study) the best way to address the problem?
This product will include continuous face-to-face interaction with this population of students. These students are a significant part of the community where the college is located and require specific programs to address their unique challenges once they are admitted.
Why would your organization support this project?
I think the institution will support this project because it will produce positive outcomes for African American male students and the institution.
Collaboration with the Site
Briefly describe how you have collaborated with different stakeholders and stakeholder groups in the organization thus far in identifying and discussing the need for your deliverable.
How would you characterize the level of support at the organization for your project?
Recently, I attended a meeting with the All College Council. The present personnel included Dr. Christopher Reber, President of the College; Dr. Eric Friedman, VP for Academic Affairs; Angela Tuzzo, Director of Student Activities; Lilisa Williams, Associate Director of Academic Affairs; and a few members of the faculty and student services. A significant focus of the meeting was on the things that we had accomplished thus far and new goals that we may have developed. I took this opportunity to disclose that I was pursuing my Doctorate Degree and that I was currently working on completing my capstone project. I presented them with my capstone topic and explained how this would be beneficial to the college. Everyone in attendance seemed interested in my capstone pursuit, and some of the attendees asked questions. Some responded that I should do it on a semester-term basis and benefit the college and focus more on the reasons and compare them to Caucasian or Asia males.
Although I didn’t have time to detail, I did follow up on this conversation by meeting with Dr. Clark. Following our discussion and his review of my logic model PowerPoint, he responded by sending me the attached letter. They were super excited about the issue since this is part of the problem, we have here at Hudson County Community College. They told me that I should do it on a semester term basis and how it will benefit the college and focus more on the reasons and compare them to Caucasian or Asia Males.
Site Permission
Provide the name(s) of the person or persons in the organization who have the authority to grant permission to sponsor your deliverable.
Briefly describe
1) What you have done so far to gain the support and permission you will need from the appropriate person(s) in your organization, and
2) what you still need to do to obtain written permission to conduct your study at your site.
Hudson County Community College has graciously hired a new president who has expressed that he wants to be interested in any ideas that the institution’s professional employees may have in mind. Since he has an open-door policy, I have taken advantage of this by visiting him on several occasions regarding my intended capstone project. I explained the issue that I wanted to address, and he has been very open in seeing what direction I plan to take. His understanding of my intentions had led to other collaborations with representatives from faculty, advising, student activities, and tutoring. The necessary forms submitted to the Department of Institutional research were accepted and approved by John Scanlon, Director of Institutional Research, and other board members.
Alignment of the Deliverable and Your Specialization
Review the Topic Selection Criteria for your specialization in the Programs of Professional Practice document. Choose a minimum of two topic criteria and answer the following question in a clear and concise paragraph (up to 100 words per criteria):’
How will the capstone project expand knowledge and inform practice within the specialization for each of the chosen criteria?
Provide a separate heading for each criterion.
Note: You must go beyond simply stating your topic is aligned with the criteria. You must discuss in specific terms how your topic, through the lens of each criteria, expands knowledge and informs practice in your area of specialization.
Consider Program and Specialization Alignment
This project aligns with my program educational leadership and management (ELM) specialization because higher education and leadership professionals focus on retention and degree completion. One of the specialization outcomes associated with the ELM specialization is: Lead and manage a learning culture that addresses diversity, inclusion,
and equity in an educational setting. This diverse leadership approach is a significant concern for leaders and managers engaged in various strategies to enhance students’ success economically, socially, and academically disadvantaged. As many leaders and managers in higher education have successfully made progress, there is a need further to examine the issues of retention and academic success.
Another specialization outcome associated with ELM that aligns with this project is leading and managing exceptional communication and collaboration in an educational setting. When it comes to retention and academic success, higher education leaders and managers must be willing to include other members of the college community, establish a student success program, such as opportunities for supplemental instruction. Since African American males appear to be the most vulnerable college students, they possess unique challenges. Higher education leaders and managers are faced with developing strategies that suit these students’ needs.
Avoid Significant Participant Risks
Although it is not anticipated that any of the research participants will be exposed to any physical or emotional harm, this criterion remains of significant concern. The project is designed to collect data that will help researchers understand why this issue exists and determine which deliverables would best help enhance the retention and the Latino and African male’ rates of graduation at the research site.
How will the capstone project expand knowledge and inform practice within the specialization for each chosen criteria?
There are two chosen criteria for this project: (a) Lead and manage a culture of learning which addresses diversity, inclusion, and equity in an educational setting; and (b) Lead and manage through exceptional communication and collaboration in an academic environment. This capstone project can contribute to leaders and managers at the targeted site to realize and collaborate on an intervention that supports African American male students’ retention. Therefore, retention strategies that are comprehensive and thoroughly thought out can result in positive outcomes for personal, academic, and professional growth, not only for the populations at-risk but for all students.
Scope and Significance of the Project
Provide a statement explaining the scope and significance of your project. Justify the project as a doctoral capstone project.
The statement may include considerations such as
the number of people who will be impacted or affected by your product,
its impact on the organization or department(s),
linkage(s) to organizational goals and objectives, or mission, vision, or values,
its duration,
the implications beyond the institution/organization, and/or
the strength of leadership commitment to the development of the product.
According to Schott (2010), “In most American cities, dropout rates for African American and Latino males are well above 50%, and they’re less likely to enroll or graduate from college than any other group” (para. 1). Adequate support services are drastically needed for this population; however, this has been a significant challenge for higher learning institutions. Institutions such as HCCC need more generous assistance to provide the necessary services to accommodate the students’ population. The accommodation service is an urgent issue requiring immediate attention and should be approached as an American problem, rather than the sole concern of those directly affected (Noguera 2012). Failure to address this issue can result in these young men continuously labeled as problematic and the least productive group in society.
Interventions that address specific gaps or root causes may include implementing additional educational opportunities that lead to employment opportunities or closer monitoring of their academic progress through early intervention and support. Interventions may involve paying more immediate attention to the data that suggest that male students of the Latino or African American origin often struggle the most in their introductory courses. In this case, closer monitoring of their progress is needed through intensive tutoring, advising, and mentoring. The institution’s commitment to providing intensive tutoring, counseling, and mentoring will help address these students’ personal and academic needs.
To provide the services needed by Black American male learners, the group should be ready to support all the necessary services carefully review and assist these students with adequate information. They must be willing to help those students who are inappropriately preparing for college-level work and lack development regarding time management, study skills, and other academic abilities. However, this is not a surprising realization since it has been well documented that male students of color are likely to have lower college preparation levels than their white counterparts (Wood et al., 2015). NPSAS (2012) cited that in 2012, 44 percent of Black men were enrolled in remedial courses, while only 33 percent of white males required remedial instruction. However, precautionary measures must be relevant when reviewing these statistics because they do not imply that men of color have a statistically higher remediation rate than the general population (NPSAS 2012).
Even when African American and Latino males overcame some of the challenges they face to graduate from high school and enter college, they often fail to obtain a degree. In fact, according to data from the U.S. Department of Education, African Americans who are in bachelor’s degree programs at four-year institutions graduate at the lowest rates of all other racial and ethnic groups (McBride 2017). The study viewed the six-year graduation rates of students in four cohorts. Across each of these groups, the six-year graduation rate for black male students attending public colleges and universities was 35 percent, compared with 46 percent for Latino and 59 percent for white male students (McBride 2017).
More efforts need to be implemented in this specific organization to provide more generous support for the population in question. Although current student support services are in place, there continues to be a need for specific support services for African American and Latino males. Obtaining a post-secondary education is more challenging for African American and Latino men than for other racial and ethnic groups. Over the past 20 years, there has been tremendous attention placed on these groups. As a result, educators, administrators, and policymakers continue to debate how to improve African American and Latino males (McBride 2017).
Criteria for Proficient Rating: Proposed Future State
Each component of the deliverable and the design model (as applicable) that will guide development have been identified and briefly described.
A clear, concise purpose statement aligns with the product description and the problem statement.
Both the target audience and stakeholder groups have been adequately identified and described.
A rationale for the development of an original product is compelling, responds to the questions posed, and is supported by information, evidence, and examples, as appropriate.
Two criteria are selected from the Programs of Professional Practice document and the application of each criterion to the capstone project is fully explained.
An explanation of the scope and significance of the project provides compelling justification and evidence that the project will have enduring, major impact in one or more of the following ways: to the organization or department(s) as a whole; in its support of major organizational goals and objectives; due to implications beyond the institution/organization; because of strong leadership commitment to the development of the product; or other ways defined by the learner.
Reviewer Comments:
3. Communication and Scholarship
References
Provide a list of references cited above in the Topic Approval phase of the capstone. Be sure to include ALL sources cited above.
Format the list correctly using the APA Manual 6th edition as your guide.
References
American Council on Education. (2006). Minorities in higher education annual status report:
2006. Washington, DC: Author. Retrieved from: https://www.acenet.edu/Documents/Gender-Equity-in-Higher-Education-2006.pdf
Bratton, J. (2018). The academic success of African American males in a Maryland
community college. Pp. 44-72. https://pdfs.semanticscholar.org/868a/95911b512dd3bb8acdfb1c1c81415c059f17.pdf
Bush, E. & Bush, L. (2010). Calling out the elephant: An examination of African American male
achievement in community colleges. Journal of African American Male Education, 1(1). 40-62. https://diversity.utexas.edu/black-male-education-research/wp-content/uploads/2015/01/Calling-Out-the-Elephant.pdf
Camera, L. (2015). Despite progress, graduation gaps between White and minorities persist.
https://www.usnews.com/news/blogs/data-mine/2015/12/02/college-graduation-gaps-
between-white-and-minority-students-persist
College Board. 2010. The educational crisis facing young men of color. New York: College
Board. https://www.aacu.org/publications-research/periodicals/educational-crisis-facing-young-men-color
Harper, S. R. (2014). (Re)setting the agenda for college men of color: Lessons learned from a 15-
year movement to improve Black male student success. In R. A.
Williams (Ed.), Men of color in higher education: New foundation for developing models for success (pp. 116-143). Sterling, VA: Stylus
Hudson County Community College Fact Book 2017-2018. Retrieved from:
https://www.hccc.edu/factbook
Harwood, W. (2013). Addressing the crisis of African American males in community colleges:
The impact of leadership & black male initiatives. University of Maryland University
College. Largo, Maryland. https://eric.ed.gov/?id=ED565950
Hudson County, New Jersey Demographics. Retrieved from: www.census.gov
Dulabaum, N.L. (2016). Barriers to academic success: A qualitative ztudy of African-
American and Latino male students.
https://www.league.org/innovation-showcase/barriers-academic-success-
qualitative-study-African American-and-Latino-male
Habley W, Valiga M, McClanahan R, Burkum K. (2010) What works in student retention?
Fourth national survey: Public four-year colleges and universities report. Iowa City:
ACT; 2010.
http://whatworksforhealth.wisc.edu/program.php?t1=20&t2=2&t3=95&id=123
Hanover Research. (2014). Best practices in retention at community colleges.
https://www.hanoverresearch.com/wp-content/uploads/2017/08/Best-Practices-in-
Retention-at-Community-Colleges.pdf
McBride, L. (2017). Changing the narrative for men of color in higher education.
National Center for Education Statistics. Retrieved from: https://nces.ed.gov/ipeds/use-
the-data
McDaniel, A. (2008). Recruiting and Training Supplemental Instruction Leaders. In M. E.
Stone & G. Jacobs (Eds.), Supplemental instruction: Improving first-year
student success in high-risk courses (Monograph No. 7, 3rd ed., pp. 1-9)
Columbia, SC: The University of South Carolina, National Resource Center for The
First-Year Experience and Students in Transition. Retrieved from:
https://files.eric.ed.gov/fulltext/ED559247.pdf
Moss, R. T. (2019). Seeking success: A case study of African American male retention at
a two-year college. Thesis and Dissertations. 3133.
https://scholarworks.uark.edu/etd/3133
NPSAS (2012). 2011–12 National Postsecondary Student Aid Study (NPSAS:12) Student Financial Aid Estimates for 2011–12 https://nces.ed.gov/pubs2013/2013165.pdf
Noguera, P. A. (2003). The trouble with Black boys: The role and influence of often
environmental and cultural factors on the academic performance of African American
males. https://inmotionmagazine.com/er/pntroub1.html
Palmer, R. T., & Young, E. M. (2009). Determined to succeed: Salient factors that foster
academic success for academically unprepared Black males at a Black college. Journal of
College Student Retention: Research, Theory & Practice, 10(4), 465-482. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.960.2247&rep=rep1&type=pdf
Schott Foundation. (2010). Yes, we can: The 2010 Schott 50-state report on public education of
Black males. http://schottfoundation.org/resources/yes-we-can-schott-50-
state-report-public-education-and-black-males
Stone, M. E., & Jacobs, G. (Eds.). (2008). Supplemental instruction: Improving first-year
student success in high-risk courses (Monograph No. 7, 3rd ed.).
https://files.eric.ed.gov/fulltext/ED559247.pdf
Toldson, I. & Morton, J. (2011). Editor’s comment: A million reasons there’re more black men in
College than in prison; Eight hundred thousand reasons there’s more work to be done.
Journal of Negro Education, 50(1), 1-4.
http://connection.ebscohost.com/c/opinions/62607833/editors-comment-million-reasons-
therere-more-black-men-college-than-prison-eight-hundred-thousand-reasons-theres-
more-work-be-done
Watkins, R., Visser, Y. L., & West-Meiers, M. (2012). A guide to assessing needs: Essential
tools for collecting information, making decisions, and achieving development
results. Washington, DC: World Bank Publications.
https://pdfs.semanticscholar.org/0758/c4377ed2ef3c9cd85b42be1f2773008a1d36.pdf?_g
a=2.48084967.1912599309.1584047200-249309202.1583945935
Wood, J.L., Harris, F., & White, K. (2015). Teaching men of color in the community college.
Montezuma Publishing, San Diego, CA.
ournalofafricanamericanmales.com/wp-content/uploads/2015/12/WashingtonJ-2015-
Bookreview.pdf
Check Your Writing
Ensure that your writing throughout Section 1 is grammatically correct and demonstrates proper usage and mechanics at a doctoral level.
Provide clear, concise, and complete responses to each of the prompts above. Check your work for proper paragraph development, transitions, and academic tone that contribute to a scholarly presentation.
Note: The Final Capstone Report must comply with the APA Manual 6th edition and Capella’s Doctoral Publications: Formatting Guidelines (available on iGuide). You must always provide full attribution for ideas, words, and artifacts of others in both the deliverable and report.
Criteria for Proficient Rating: Communication and Scholarship
All resources cited in the paper thus far are listed and accurately cited using the APA 6th edition format rules. No resources other than those cited are included.
The reference list includes the most current research available (no more than 5-7 years old) from books and peer reviewed journal articles and recent professional association resources and standards. Seminal works may be older.
Writing skills: Grammar, mechanics, and usage are consistent correct and free of major errors. A clear, concise, and complete response is provided in response to each prompt above. Writing is characterized by proper paragraph development, transitions, organization, logic and flow, and academic tone.
Reviewer Comments:
CAPSTONE LEARNERS: STOP!!!
Learners:
This is the end of the Topic and Problem Approval section of the form for Milestone 1 approval.
Retain this file. Once Milestone 1 is approved, you will complete the remainder of the form. The entire form (including Part 1/Milestone 1) constitutes your capstone proposal.
In your capstone course(s), your mentor will work with you to refine and polish your proposal. When your mentor has approved your proposal, the entire form will be submitted to a school reviewer for approval of Milestone 2.
Instructors/School Reviewer:
The rubric below is to be completed by the School’s Chair Designee (designated course instructor or school reviewer).
Substantive comments should be provided here or in the body of the Topic/Problem Approval part of the Proposal Form for any criteria that are not yet proficient.
P = Proficient NP = Not yet proficient
CURRICULUM PRODUCT Milestone 1 Criteria
P
NP
Part 1: TOPIC/PROBLEM APPROVAL
Current State/Needs Analysis
Comments
P
NP
Capstone Site Information
The learner has provided a general background of the organization; however, what is missing is key demographic information about the capstone setting relevant to the underlying rationale for this curriculum product. For example, the learner is looking at retention rates of Latino and African American males, yet no background information about numbers or issues facing these students is included in this section. I would recommend a second paragraph be included to address this. Review 2: These issues have been addressed.
X
Statement of the Problem
Low retention is a key performance indicator of some other underlying problem. So, perhaps a sample restatement of the problem might prove helpful: The problem at the capstone site is that there are low levels of a “sense of school belonging” among the African American and Latino male population. The capstone site defined the belonging section of the student Satisfaction Survey as “the extent to which students feel physically, emotionally, and academically connected to the school.” Research shows that when students feel a sense of belonging and connection to their campus, their attrition rates decline (I made this up…the key is to be sure the gap you describe later in this paragraph is aligned to the actual problem, and is not a consequence of the problem). Retention (and attrition, by caveat) are long-term issues for which an applied capstone project might not be suitable to solve. However, developing a plan to make African American and Latino students feel more connected to their work setting provides a focus on continuous-wide improvement that aligns to what is possible in a doctoral capstone project. I hope this helps! Review 2: These issues have been addressed.
X
Data/Evidence of Problem/Need
Please review the five comments embedded directly in the narrative. Review 2: These issues have been addressed.
X
Broader Topic Within Which Project is Situated
Information about the capstone demographics does not belong in this section nor does it relate to the literature and research pertinent to the topic. Please follow the section headings and be sure to include the required information. Review 2: These issues have been addressed.
X
Your Role/Relationship with Organization
X
Proposed Future State
Comments
P
NP
Product (Deliverable) Description
Briefly describe the proposed product you will develop to address the problem, including each of its components. I am unclear about what curriculum product you are developing since SI already exists. Additionally, the learner refers to an “intervention process.” It is important to realize that an “intervention process” is not the same thing as a curriculum. I urge the learner to work with the mentor on clarifying the focus of this proposal. Providing African American and Latino students with SL instruction is not the same thing as developing a curriculum. This is an important issue that must be corrected in the revision. Developing a program is an appropriate topic for a curriculum proposal; however, implementing an existing program is not! The mentor should reach out to me if further clarification is needed about this important point. Review 2: These issues have been addressed.
X
Design Model
No information about the instructional or curriculum design model was included. The learner referred to the “intervention” without clarifying how this “intervention” relates to the curriculum product that should be the focus of this topic proposal. Review 2: These issues have been addressed.
X
Purpose of the Deliverable
The purpose should be to develop a curriculum product to address a gap or problem that exists in the capstone site. It is not to “develop initiatives.” Again, this must be clarified. Review 2: These issues have been addressed.
X
Target Audience
A target audience refers to the people for whom the deliverable will be developed. In this proposal, the target audience consists of African American and Latino males at the capstone site. Ostensibly, since the faculty, senior administrators, and Office of Admissions would likely benefit from increased retention of minority males, these groups should be considered stakeholders. Please refer to the topic heading in this section in which stakeholders are defined as individuals “who will benefit indirectly from the product.” Review 2: These issues have been addressed.
X
Rationale for the Deliverable
X
Collaboration with the Site
X
Site Permission
X
Alignment with Specialization
X
Scope and Significance of the Study
Please review my many comments regarding this proposal. Review 2: These issues have been addressed.
X
Communication and Scholarship
Comments
P
NP
APA – Reference List and In-text Citations
Formatting is accurate, appropriate, and complete.
X
Grammar, Mechanics, and Usage (GUM)
The submission should not have any APA/GUM errors. For example, on p. 5, the learner wrote the following “The Hispanic/Latino population consist of a 55.5 percent enrollment. However, only 14 percent are males, while the Black or African American population consists of a 13.8 percent of enrollment, however, less than 4 percent are males.” I embedded the following comment in the narrative: This sentence has two semicolons; please refer to the APA 6th ed. manual for correct grammar, usage, and mechanics. Doctoral level submissions should be free of any APA/GUM issues. I will not comment on any of these other issues in the rest of the manuscript, but please be sure to edit the document before resubmitting it. Review 2: These issues have been addressed.
X
Writing Style
A clear, concise and complete response is provided in response to each section above. Writing is characterized by proper paragraph development, transitions, organization, logic and flow, and academic tone.
X
1st Review
Date Approved:
Rationale for Deferral(see comments on form)
Date Deferred: 4/11/20—Paul V. Flores, Ed.D., Ph.D.
[ ] Minor Revisions needed
[ ] Major Revisions needed
2nd Review
Date Approved: 9/14/20—All previously defined issues have been addressed.
Rationale for Deferral (see comments on form)
(if needed)
Date Deferred:
[ ] Minor Revisions needed
[ ] Major Revisions needed
3rd Review
Date Approved:
Rationale for Deferral (see comments on form)
(if needed)
Date Deferred:
[ ] Minor Revisions needed
[ ] Major Revisions needed
FINAL
Approved [X]
Signature of Designated Reviewer: Paul V. Flores, Ed.D., Ph.D.
STATUS
Date: 9/14/20
PROPOSAL APPROVAL
PART 2 (Milestone 2)
Overview of Milestone 2
In this part of the form, you will discuss the organizational context and theoretical basis for the project and provide additional information about the deliverable.
There are two major sections in Part 2: Literature and Organizational Context and Deliverable and Design Information.
In the Literature and Organizational Context section, you will review the literature and provide organizational context about the problem. You will also provide additional site information and a theoretical framework and literature review to support your proposed deliverable.
The Deliverable and Design Information is comprised of seven parts. Your project outcomes and deliverable learning objectives; the format, content and components, and design steps of the deliverable; an evaluation plan; and a communication plan.
The scoring guide is at the end of the form and includes writing, APA formatting, grammar, usage, and mechanics.
Your completed proposal includes all the information in this form, including the Topic/Problem Approval portion of the form above. When your mentor approves the paper, the entire document will be reviewed by a designated school reviewer. Approval of the form by the school reviewer constitutes the completion of Milestone 2.
LITERATURE AND ORGANIZATIONAL CONTEXT
The Problem/Opportunity for Improvement
Research, Scholarly, and Professional Literature About the Problem or Improvement Opportunity
Cite and briefly discuss recent research and best practice literature about the problem or area of opportunity for improvement to understand the problem’s dimensions, impact, and best practice for addressing it.
Include at least four sources. (Max. 250 – 300 words)
Access and equity in higher education have been a significant concern for many colleges and universities; however, this does not imply that institutions that commit to equity lower their standards or choose one group over another, for example, the affluent or underprivileged (Noguera, 2019). Much of the improvement opportunity is based on providing students, such as African American males, with relevant support and interventions to enhance their persistence and eventual graduation from college. Successful completion of school is a fight for Black Males; the disturbing status of this community in higher education has been critical at national conferences, media, and reported bursaries in the past 20 years (McBride, 2017). Of significant concern is that learners of color, particularly African American students, are more prone not to continue their education than other racial/ethnic groups (Dulabaum, 2016).) There are different purposes behind these trends, and they arise from ethnic and class inequalities and chronic unemployment to a lack of mentors and supporters of men of color. (Dulabaum, 2016).
Some students and professors, advisors, and instructors lack assistance and commitment and are resistant to spending more time with them and establishing more flexible office hours (Dulhaum, 2016). There is a significant barrier for black American male college students who often have schedules that are not as traditional as other students. As a result, many of their needs have not adequately been fulfill. College enrollment rates of 18 to 24 -years old increased from 2000 to 2010. There was an increase in enrollment at two and four-year institutions (National Center for Education Statistics, 2020). More recently, the admittance rate in 2018 was not significantly different from the 2010 rate. However, the environmental quality at two-year colleges decreased 13 percent from 2010 to 10 percent in 2018. The admission rate at four-year colleges improved from 28% to 31% (National Center for Education Statistics, 2020).
Between 2000 and 2018, enrollment among 18-24 years old increased for Blacks from 31 to 37 percent, Hispanics 22 to 33 percent (National Center for Education Statistics, 2020). In 2018, white students’ enrollment rate was 42 percent, Hispanics 36 percent, and lower for American Indian/Alaskans 24 percent. This age group’s highest enrollment rate was Asians, 59 percent, which remained consistent from 2000 to 2018 (National Center for Education Statistics, 2020).
Organizational Context of the Problem or Improvement Opportunity
Analyze the problem in the specific context of your organization. What are the cultural, political, economic, and social factors that may have led to the problem or need for improvement your deliverable will address?
What are systemic factors, internal or external, that are involved in the current problem situation? Support your assertions and statements with evidence, information, and examples.
Explain why the organization’s efforts to address the problem have led to little or no improvement and the need for your project’s deliverable.
(Max. 250 – 300 words)
Developing initiatives to increase access and equity in higher education for black American males at Hudson County Community College is of significant concern since much of the area’s population consists of males from this ethnic group. The problem’s refined statement emerged because Hudson County Community College has a low retention rate of African American males. A demographic information review indicated a low enrollment of African American males who account for 13.8 percent of registration; however, less than 4 percent are males.
The cultural, political, economic, and social factors at HCCC are critical to think about when initiating changes and improvements. These factors will be examined thoroughly to determine how they influence HCCC’s student body’s diversity and students’ financial status. As an urban center of higher education, the HCCC student population comprises students from many global areas. With the general populace being Hispanic, the institution can be viewed as a predominantly Hispanic serving institution (HSI). However, this distinction does not imply that the significance of other students is disregarded.
Cultural Factors
The capstone site is located in a richly diverse region of New Jersey. The capstone site is in Jersey City, New Jersey, which distinguishes the most culturally diverse in the United States. As of July 1, 2019, in Jersey City, State of New Jersey, the total population is 262,075 (United States Census Bureau, 2019). The people in the community represent White 35.9%, Black American 22.9 percent, Indian American and Alaska Native 0.59%, Asian alone 25.1%, two races or more 3.8%, and Latino or Hispanic 28.5%. The capstone site’s cultural environment enriches the educational experiences through culturally diverse classrooms and social interactions among students, faculty, and students. As a result, the college community members can learn about and experience others’ perspectives, which propels an increased level of innovation and collaboration.
During the 2019-2020 academic year, the capstone site served 8,342 students with a student-teacher ratio of 19:1, which is lower than the state’s community college average of 34:1. The capstone’s minority student enrollment is 88%, majority Hispanic, which exceeds the state average of 52% (Hudson County Community College, 2020). The breakdown by race/ethnicity includes Asian 8%, Hispanic 55%, Black 14%, White 12%, Hawaiian 1%, two races or more 2%, non-resident races 1%, and unknown races 6% (Hudson County Community College, 2020).
Diversity is one aspect of college that perhaps is overlooked. However, diversity and multiculturalism are viable to a student’s higher education experience. Diversity traditionally concerns race, gender, ethnicity, and gender identity, faith, age, and socio-economic status. Students, faculty, and employees are college members who support multiculturalism and diversity. (Hudson County Community College, 2020).
Political Factors
The political factors of HCCC incorporate numerous thoughts, frames of mind, and positions reflected through the diverse population of HCCC and how this can impact change. Some multiple policies and guidelines determine how the college functions. For instance, daily operations related to government policies and the organization’s administrative practices can evaluate its sustainability regarding funding, program offerings, and services. Institutions of higher learning are mandated to adhere to various laws that affect organizational practices. The Education Amendments of 1972 Title IX defends discriminatory sex-based acts and education activities or programs that obtain financial assistance from the federal government (Burnham, 2020). It is mandated that colleges and universities align themselves with the First Amendment, restricting institutions to regulate expression. However, higher learning institutions ought to find a balance concerning the requirements of free speech with the issue of civility and respect (Burnham, 2020)
Economic Factors
The typical HCCC student comes from low-income families, which accounts for many students dependent upon financial aid to make their higher education a reality. The recent socio-economic data for Hudson County, New Jersey, indicates that a higher household income in Hudson County is 34% (United States Census Bureau.2019). The per capita income for Hudson County is $44,055, and the median household income is $78,801. The most significant percentage of household incomes is 34%, with 13.9% under $50,000 and includes residents who are below the poverty line, which is approximately 1.5 times greater than the 9.2% rate for the State of New Jersey and about 10 & higher than the 12.4% rate of the United States (United States Census Bureau, 2010).
HCCC Students pay fewer dollars in tuition than students who attend state and private colleges and universities (Hudson County Community College, 2020). The 2020 fees and tuition at the capstone site are $8,390 for New Jersey residents and $11,798 for students from out-of-state. The education cost at the four-year universities that are close to the capstone site is considerably higher. New Jersey City University, an affiliated state university, yearly tuition and fees total $12,847 (New Jersey City University, 2020). St. Peter’s University, a private university, annual tuition and fees total $37,660 (Saint Peter’s University, 2021).
Furthermore, HCCC’s financial assistance scheme is one of the country’s most active financial aid programs. More than 83% of HCCC students earned funding or bursaries in 2019. Last year alone, the HCCC Foundation awarded about $300,000 in scholarships. (Hudson County Community College, 2020).
Social Factors
In 2017, HCCC was ranked among the top 120 of 2,200 colleges and universities in the USA for social mobility through a study carried out by the “Equality of Opportunity Project.” The study results show that HCCC is the motor for social mobility that helps students of the working class achieve their American dream of the middle-class lifestyle. The findings also showed that while 36.3% of HCCC students are from the lowest fifths, 11% of them are in the top fifth in the financial range, and a significant proportion of students have earned income, placing them in the top 3-fifth in the business distribution. (Hudson County Community College, 2020).
Major concerns related to African American male student population include their retention and academic success. The lack of academic preparedness has external factors which affect the success and retention of African American males. These students cannot often think critically about their lives or address the risk factors present in their personal lives (All Answers Ltd., 2018). Besides, some male African American students do not have the educational base to master their basics and do not know how critical their support systems are to build. While colleges and universities provide male African American students with the required accommodation after they arrive on campus, they probably will sail independently from the campus (All Answers, Ltd., 2018). Sometimes, African American male students are oppressed and probably ignored at some college campuses in the first generation (All Answers Ltd., 2018). Thus the Black American students end up losing it in college studies as they are disadvantaged.
Currently, the capstone site does not have a specific curriculum that focuses on African American males’ needs. The lack of a particular curriculum is the primary factor contributing to the little success in mitigating the challenges faced by African American students. New project deliverables, such as the proposed Core Mastery Skills Curriculum, are developed. Hopefully, they will enhance the academic success and retention of a select number of African American male students at the capstone site. Given that African American males’ retention and graduation rates are lower than non-African American male students, they are concerned. They accordingly need an address to improve the academic success and retention of African American male students enrolled at the capstone site.
LITERATURE AND ORGANIZATIONAL CONTEXT
The Deliverable
Organizational Context/Deliverable
Site Roles and Collaboration
Restate your role in the organization.
Explain how collaboration with others in the organization has helped identify your proposed project and choice of the deliverable. (Include the roles of your collaborators.)
Identify the roles of target audience members or other stakeholders, if any, in developing the product.
Note: Please provide full disclosure about the extent and nature of the collaboration with others in the development of the product (e.g., you will lead a team of others in developing the product; request feedback and input from who will be impacted by the product; consult with subject matter experts for various components of the product; and so on).
Your Role in the Organization
My role in the organization is as a Financial Aid Counselor and Adjunct Instructor.
Collaboration
Introducing change and transformation has to be done carefully, sensitively, and collaboratively (Kirke, 2013). Collaboration occurs across all areas across the organization and plays a vital role in my organization’s daily operations. Without cooperation, there would be minimal accomplishments in programs and services currently offered. As a result, this has strengthened the organization by bringing together professionals with expertise and knowledge in various areas to share knowledge and opportunities while increasing internal competencies, leveraging specialization, and identifying needs and effective advocates. More importantly, collaboration brings different viewpoints and resources to the table, perhaps where most likely it overlooked.
Role of Others in the Development of the Product
The hierarchical issue within reach requires a long-term commitment regarding time and assets to execute this change all the more viably. The official roles of those who participated in the product’s development included faculty, advisors, department chairs, and senior administrators. It can be cultivated in stages that will probably be looked into and returned to if necessary. Since this is not an emergency, a long-term approach will guarantee that most of the components are set up and addressed in a well-thought-out manner. It is essential to involve those who share their vision on how these changes can be appropriately implemented to accomplish this task. A noteworthy part of this change will require the full participation of stakeholders who can provide their expertise and direction, energize institutional help, produce valuable input, make proposals, and participate in open communication.
Organizational Context/Deliverable
Site Support and Impact
Address the following in three separate statements:
Explain how the deliverable will affect or matter to the organization.
Explain how the organization will be supportive of your project. (Support may include leadership support, end-user support, resources, and organizational cultural or political factors, and so on.)
Describe any organizational barriers or obstacles to developing your project and how you will overcome them.
Why the Deliverable Matters
The deliverable, the Core Skills Mastery Curriculum, prepares people for educational and employment performance by using their thinking skills and commitment, encouragement, and moral choice (Apprion, 2020). This deliverable is necessary because it will provide assessments and resources intended to assist African American males to enhance their educational performance, social engagement, and a sense of belonging. On an institutional level, the deliverables will reflect that the institution has intentionally implemented these services and resources to show that it values the inclusion, retention, and graduation of these students. The deliverable will also play an instrumental role in increasing the overall retention rate of the institution.
Organizational Support
Commitments by the institution in forming a helpful culture that meets these students’ needs are imperative considering the unique set of challenges that men of color face while trying to complete their higher education. Furthermore, these students are overwhelmingly first-generation college students who frequently lack the educational and social benefits of their White peers and are vulnerable to economic and other barriers (Dulbaum 2016). Hudson County Community College’s mission states: “The mission of Hudson County Community College is to provide high-quality educational opportunities that promote student success and are accessible, comprehensive, and learning-centered.” The vision states: “We continually aspire to make Hudson County Community College such an excellent and innovative urban college that it can be a first-choice option for the students and communities it serves.” The institution’s value statement indicates that:
To fulfill the mission and vision of Hudson County Community College, we commit ourselves to these values: student success; academic excellence and learning support services; integrity, ethical behavior, and respect for others; a celebration of our commonalities and care for our differences; championship of innovation; inquiry and data-informed decision making; high quality and affordable educational opportunities; and responsible stewardship of the resources entrusted to us.
Since the college appears to have a genuine concern for all students, the institution must move forward in facing the challenge of providing more equity and access to African American male students
Organizational Barriers
Organization barriers that affect change at community colleges include structural and motivational barriers. Structural obstacles related to the traditional cafeteria-style structures also lead to students’ failure to achieve their goals (Serino, 2018). This structure permits students to select courses from a wide range of options and a lack of understanding of completing a degree. Therefore, students face unclear academic and career pathways and too few/or misaligned support services.
On the other hand, motivational barriers make it more difficult for students to recognize connections between course work, personal lives, and future goals, particularly in cafeteria-style colleges. These barriers contribute to students’ beliefs that they cannot succeed, fail to perceive value-specific behaviors, or lack the time or resources needed to engage in the conduct correctly (Serino, 2018). The community college structure possibly intensifies this type of action associated with a lack of adequate advising resources and a well-planned course of study, a lack of advising resources, and the likelihood that students will enroll in a class that isn’t related to their future goals (Serino, 2018).
Various factors may nurture the capstone site’s atmosphere, such as strong leadership in a culture that embraces the idea of continuous improvement and motivated staff. However, new approaches may likely be necessary to implement strategies that will help overcome barriers. The researcher realizes that change can include an extensive timeline to achieve and that resistance to change is expected when initiating change projects.
This initiative requires financial support from the institution. The approximate cost of implementing a core skills mastery program is $33,000. The breakdown of this cost includes personnel costs for five part-time staff members is $31,000, and the remainder of the expenses is for miscellaneous supplies. Since Apprion, the Core Skills Mastery program owner’s online offers free training when the vendor has its personnel; this will not cost the capstone site. However, scheduling training and professional development may be a significant challenge due to schedule fluctuations and a convenient time for prospective participants in the project. It is also essential to ensure that all personnel is culturally competent. There is also some lack of understanding of why a core mastery skills program is needed. Finally, there is the realization that the capstone site will be competing with external programs that are more appealing to this population.
Organizational Context/Deliverable
Site Data or Information Collection
Existing Data and Information. Data about students’ academic success can be retrieved from a variety of sources. Thus far, the existing data and information are the graduation rates of African American males over the past four years. However, Satisfactory Academic Progress (SAP) Appeals of African American males have been valuable data sources that provide information about the student’s current academic standing. This appeal also includes the student’s barriers as contributors to their lack of satisfactory academic performance.
Data and Information to be Collected or Gathered. Data and information gathered include graduation rates of African American males, the number of SAP appeals, the numbers of this population currently on probation, and the number that has been dismissed over the past three to four years. Data will also consist of factors that have contributed to the lack of a satisfactory academic performance level. After all, data have been collected and analyzed, relevant leaders at the institution, including myself, will determine the best strategies to implement needed changes. As such, our decisions will be data-driven not to waste time on useless and irrelevant data. The data taken from the results from surveys, interviews, focus groups, observations, and review of documents such as student records of African American and Latino males who have withdrawn.
Organizational Context/Deliverable
Site Permission
Address the following:
Verify that you have site permission for your project, as shared in Part 1 above.
If you do yet have site permission for your project, please explain what you have done so far to obtain permission and what you still need to do to receive it.
Written permission from your site is a requirement for Milestone 3 (IRB Application).
I have received approval from the capstone site’s Department of Institutional Research to proceed with this project. This process included completing a form that explained my research intentions, such as population and resource. Once I have completed the form, it was reviewed and accepted by a committee.
Design Model
Since the Core Skills Mastery curriculum product is a form of eLearning, the most efficient design model to develop the deliverable is the ADDIE instructional design model. ADDIE is an acronym for Analysis, Design, Develop, Implement, and Evaluate (Gutierrez, 2018). These five phases of the model include questions to support the development of the capstone project:
Analysis: Why is it necessary to train? After gathering extensive information and profiling target learners, and knowing the organization’s needs and aspirations, instructional designers (IDs) respond to this query. The design and development process are steered by analysis.
Design: IDs choose an instructional plan, write goals, and choose suitable media and distribution methods during this phase.
Development: The course materials are developed by the Instructional Designers using the agreed-upon standards from the design process.
Implementation. The course is released/rolled out, distributed, and its effect can be tracked; and
Evaluation. Is the system delivering on its promises? IDs work with the client to assess the impact of the research using learner reviews, surveys, and event analysis. (Gutierrez, 2018)
Before moving on to the next level, each stage of the product model provides an opportunity for repetition and adjustments (Gutierrez 2018).
Educational systems regularly experience the change to meet the challenges with administrative, staff, and instructional issues that best meet their students’ needs. These changes may include organizational, curriculum, and teaching strategies and how students learn more effectively. Addressing such challenges and implementing changes often requires adequate and relevant changes despite the widespread perception of public institutions as stagnating and a pervasive picture of public organizations as exceptionally stale and traditionalist (Eval, 2008). According to Eval, it very well may be intriguing to examine their potential as sources of advancement that are no less revolutionary than the options proposed by free-market ideologues. As these changes are needed, the educational system that needs a current change must use a theory relevant to the 21st century’s needs, thus requiring in-depth research by the system itself.
The conceptual structure of the mastery skills curriculum product would help African American male students succeed by teaching them core academic and problem-solving skills and character qualities, including trust and carefulness. Participants will begin this theory of action, and these students will be encouraged and supported during their academic experience as a means to their retention and eventual graduation.
Theoretical Framework
Self-worth theory. The study of human learning lasts to be made and expanded as researchers continue testing their ideas and hypotheses in various settings. Researchers have much to do with the number of teaching and student learning (Schunk 2012). Theories with partner assessment and informational practices guide which recommendations are implemented for educational training (Schunk, 2012).
Data processing, memory networks, student observations, and understanding of classroom factors are factors that cognitive theories explain (Schunk, 2012). Furthermore, psychological speculations would most likely be more appropriate for elucidating complex learning styles like solving numerical word problems, drawing inferences from the text, and writing essays. Psychological and constructivist learning measures are helpful for essential comprehension, but they are hoped to play a more prominent role in complex learning. Developing professionalism in an academic context necessitates a thorough understanding of the environment’s reality, values, and definitions and a working knowledge of standard methodologies applicable across areas and explicit systems in every educational background (Schunk 2012).
How theory supports the project. The nature of the capstone project is to provide assessments and resources intended to assist African American males to enhance their educational performance, social engagement, and a sense of belonging. The overall tenets of the self-worth theory are ideal in their support of the project. Self-worth theory predicts that accomplishment results from an enthusiastic clash between trust in progress and dread of disappointment. Contemplating starting a new position or taking a challenging course delivers foreseen fulfillment from success as uneasiness over the chance of failure (Schunk 2012). This theory assumes that success is valued and that failure, or the belief that one has failed, should be avoided because it implies a lack of talent. Individuals must be viewed as competent, but failure to it may be interpreted as unworthy. People must feel competent and constantly demonstrate their capabilities to others to maintain a sense of intrinsic self-worth. Also, the self-worth theory stresses that ability is a necessary impact on motivation. Examination shows that apparent capacity bears a stable positive relationship to students’ desires for success, inspiration, and achievement (Schunk 2012).
Weiner’s attribution theory. Weiner (1974) focused on the attribution theory on accomplishment. He distinguished ability, effort, task difficulty, and luck as the main components influencing achievement. Attributions are ordered along with three causal measurements: locus of control, steadiness, and controllability. Weiner’s theory of attribution is related to the retention project because learners are engaged in a learning environment to develop causes of their behaviors, defined as the learner’s attributions. Consequently, learners are motivated to partake in the learning process as a personal need to create new attributes (Weiner, 2004).
How theory supports the project. The opportunity for improvement related to the capstone project is based on providing students, such as African American males, with relevant support and interventions to enhance their persistence and eventual graduation from college. Weiner’s attribution theory is primarily about accomplishment, and the main components influencing attributions are ability, effort, task difficulty, and luck (Schunk (2012). Hence, the theory supports this aspect of the project.
Theory of change. Theory of evolution is a theory based on arranging, actualizing, or assessing change at an individual, organization, or community level. A supposition is that an activity is intentional (Lang & Todd, 2015). A change theory expresses how a task or activity accomplishes results through actions while considering its context. Ideas of change-based strategies are material to a scope of controls, including education, community development, and general wellbeing. This methodology had its foundations in the 1960s when Kirkpatrick utilized the model to examine the training impacts on students. In the past twenty years, it has grown as a partial response to the need for a framework that considers the complexities of multi-stranded and interrelated behaviors that will encourage change. These methods come in various forms and are referenced, such as practical assessment, yet generally fuse a hypothesis of progress in some structure (Lang & Todd, 2015).
Anxiety and disagreement exist in colleges and universities on how to prepare students for an uncertain future best. It is important to note that change theories can influence programs and people (Connelly & Seymour, 2018). Connelly and Seymour (2018) further stated that “Theories of change matter because they are usually implicit, and what remains unseen cannot be questioned” (p.2). Designing successful reform efforts involves making programmatic theories of change explicit (Connelly & Seymour, 2018). Evaluators and grant-making organizations discovered that a dynamic way to improve the possibility that programs of action can succeed is to help organizers be specific about the reasons that serve as their theory of change (Connelly & Seymour, 2018).
How theory supports the project? The program’s change theory supports the project by encompassing more than only defining ends and means; it incorporates objective assumptions on whether pursuing a particular course of action would result in the intended results. Thus this theory will guide in determining the best approach to mitigate the low retention of African American male students at higher learning institutions.
Review of Literature/Deliverable Content
Content/Subject Matter
It has been determined that the population growth of minority college students will continue to grow exponentially over the next 35 years (Roscoe, 2015). In consideration of this, many of these students will be underprepared both academically and socially. Of particular interest are African American students, especially males, who will require adequate guidance and interventions that will enable them to cope more effectively with their unique needs. This growth will also increase the concern regarding these students’ access and equity (Roscoe 2015). As a result, colleges have expressed concern about finding appropriate remedies to the various problems associated with men of color, which have primarily focused on enhancing these students’ capacity to become more self-determined, engaged, and focused (Harper 2014). As with other students, men of color also desire to feel as though they belong; this is pivotal to them and other students whose success can affect the degree of academic 4adjustment, achievement, aspirations, and retention (Strayhorn, 2018).
Historically, community colleges have been the major pathway for students of color to enter higher education, particularly men of color. When it comes to attracting male students of color, however, community colleges have been chastised. According to data from 2014, only 17% of African American men did not complete a certificate or degree in three years or move to a four-year college (Wood et al., 2014).
Accessing equity and access among underrepresented students in higher education has been a continuing concern for many educational researchers. Of particular concern is the entrance and equity in higher education among African American students, male and female (Lee, 2014). While there is a plethora of research on this issue, there appears to be more emphasis placed on African American males. Minority Male Initiative (MMIs) programs have also suffered the brunt of criticism because they have not made any significant gains in advancing the men of color’s success (Wood et al., 2016). Wood (2011) indicated that the Minority Male Initiatives in community colleges fall short of having “Predetermined benchmarks, with built-in mechanisms to assess effectiveness” (p. 7). The mechanism is an outcomes-based evaluation instrument designed to evaluate and increase the efficacy of community college services and initiatives that address the needs of males of color (Wood et al., 2016).
According to McBride (2017), “Completing college is more of a struggle for African American and Latino men than for any other racial or ethnic group. The troubled status of these groups in higher education has garnered tremendous attention over the past 20 years at national conferences, media, and published scholarship” (p. 1). Of significant concern is that students of color, particularly African American males, are more prone not to continue their education than other racial/ethnic groups (Esters & Mosley 2007). The reasons for these trends are varied, ranging from racial and economic inequalities to chronic unemployment and a lack of role models and advocates for men of color (Gavins 2009). In a research study by Strayhom (2010), the results suggested significant differences between African American males regarding social and cultural capital measures, challenging the normative assumptions that all racial minorities are equal.
Moreover, African American males gain significant benefits from their socioeconomic standing and their level of involvement while in college (Strayhom, 2010). Therefore, it is necessary to avoid making decisions in silos for these students’ needs. According to Watkins, Visser, and West-Meiers (2012), “When you make decisions about what to do, it is essential to know the results you are trying to accomplish before trying to determine what actions might work best” (p.17). It is needless to make decisions about actions to be taken when the expected results are not apparent.
Instructional Strategies
Colleges and universities are implementing strategic initiatives, course redesigns, and curriculum transformation endeavors, emphasizing evidence-based instructional strategies. Best practices in higher education include evidence-based teaching and are often presented with research showing excellent results and student gains. This type of training has additional benefits for first-generation and underrepresented students. The attitudes or academic persistence and success are improved (National Education Association, 2019). Evidence-based education on major active learning types; instructors deliberately guide the students to engage in some form of emotional reasoning, discussing, creating, or processing (National Education Association, 2019).
Advising Strategies
In addition to using adequate instructional strategies, some African American male students require continuous and intense advising to accommodate their personal, social, and academic needs (Lee, 2014). These services should be part of other retention initiatives that will help them progressively move forwards and onward. These initiatives may include but are not limited to social support, family support, mentoring, student involvement, and cultural competency.
Social Support
To provide specific social support for African American and Latino males in a college environment, support services personnel should consider these students’ college experiences and how their experiences are affiliated with current support services. In a study designed by Grant-Vallone, Reid, Umali, and Pohlert (2014), the researchers investigated the effect on the student’s ability to adapt to self-estimation and support a new college environment. Moreover, they were interested in discovering how well a student’s adjustment level affects their commitment to academics. Students with high standards were found to meet these goals. Although the results were not surprising, the researcher found that students who had high levels of self-esteem and were more socially involved aligned with their level of adjustment they experienced at their new institution. Besides, students who participated in a greater social support level also adjust at a higher level than those who did not take advantage of support services available to them.
Earlier studies have also addressed the importance of intervention services that help support African American students’ needs. As in the previous research by Grant-Vallone et al. (2014), the results were not surprising. Researchers have identified psychological and physical more deficits for students without social support and self-efficacy. (Chaney and Robertson, 2017). American Black and Latin American students in predominantly white institutions (PWI) are particularly concerned and do not necessarily possess the level of social support needed to enhance their possibility of being socially and academically successful (Robertson & Chaney, 2017). Therefore, postsecondary institutions must implement intervention programs, social support networks and facilitate self-efficacy expectations among African American male students; thus, enhancing college graduation rates for this population.
Retention
Retention programs are known to increase the student’s academic success. These programs are of particular concern for African American males, where they can create a positive sense of community and develop positive relationships with their peers. In higher education, the development and implementation of retention curricula are an intentional retention and enrichment tool that can benefit various students (Collier, 2017). These tools may appear in multiple forms through face-to-face interaction and technology use (Collier, 2017). Many post-secondary institutions are currently using web-based retention tools to improve their social and technological skills with chat rooms, email, immediate messaging, blogging, video chat, and vision clips. Also, retention programs are a means through which male students of color may feel more connected with their higher education (Gibson 2014).
Federal data indicates that there have been fewer men of color enrolled in undergraduate programs since 2000. In a publication by the U.S. Department of Education (2017) entitled, “Status and Trends in the Education of Racial and Ethnic Groups 2017,” it can be noted that since 2000, there had been a continued pattern of fewer men of color than women who are have enrolled in undergraduate programs. Also, African American men were only 6% of the undergraduate population as of 2011 (U.S. Department of Education, 2017). These rates have not increased significantly, which suggests it is desperately necessary to develop and implement more mentoring programs. The disproportionate number of enrolled and graduated male African American college students compared to other ethnic groups is a unique challenge.
The development and implementation of formalized retention programs can provide African American males with the connections they need to remain in college and eventually graduate (Jason 2015). The literature on mentoring also states students could connect with their peers, faculty, and staff to graduate from college (Jason 2015). When students are placed to receive social support, their self-esteem also increases (DuBois 2002). However, being placed in a mentoring program is not enough. Once identified, students should also be engaged, which partially relies on the level of guidance and nurturing they receive (Jason 2015).
The engagement of students in retention programs not only benefits the students but also helps the institution. Moreover, the best retention programs involve peer and faculty mentors (Collier, 2017). As a result, when students decide to leave an institution, they will have more positive than negative experiences to share with prospective students; thus, making the institution sensitive to its students’ needs. Through mentorship, students see that faculty members, staff, and administration are sensitive to their needs.
Student Involvement
Benefits from outside classroom collaborative learning and education activities are more critical for under-represented racial or ethnic students who are less prepared than their peers (Wasley, 2006). Peers are an essential part of mentoring but are only as successful as academic advising that these students receive in the process. Colleges and universities have increased their views about peer mentoring as having a high impact on student success. Although peer mentoring depends upon who provides mentor support and institutional context, the common goal is to retain students and graduate students on time (Collier, 2017).
Cultural Competency
Cultural competence and consciousness of the disadvantages and cultural differences between African American and Latino male workers and administrators must be established (Harding, 2012). Understanding one’s cultural lens and others’ cultural lens is essential and is usually the result of various factors such as family, friends, coworkers, religion, life experiences, and media. While this may not be an exhausting list of factors, we cannot overlook that cultural behavior is acquired; thus, we may tend to judge others based on our own experiences (Cunningham 2016). Therefore, a set of guidelines may be followed to endure culturally responsive policies with students (Harding 2012). Recommended guidelines for working with diverse populations, including cultural factors, should be considered when implemented and meeting students. Also, personal knowledge of one’s own culture and consideration of unique privileges should be examined, with full awareness of each student’s cultural identity development level and level of acculturation. Finally, they should consider their desire to learn from various students and advocate system changes based on students’ experiences (Harding, 2012).
One of the most important roles to consider when it comes to cultural competency is the advisors’ roles. Advisors can be instrumental in determining how well students may respond to the services and support relevant to their personal, social, and academic needs (Gilbert 2003). The advisor must be attentive to the impressions that the student displays and the environment in which these actions occur. It is crucial for advising offices to have relevant resources to address students’ fears and concerns and staffed by culturally competent advisors and understand others’ perspectives (Gilbert, 2003).
Similarities and Differences among Findings
The findings of these studies are similar in many ways. For example, the Center on Education Policy and American Youth Policy Forum (2000) and the National Center for Educational Statistics (2001) summarizes this finding. They state that “Despite relative gains made on the part of minority students in areas of academic performance in recent years, glaring distinctions of race and class persist when comparing these students to their Caucasian peers” (Ward 2006, p. 53). The distinctions are a common theme among the chosen literature.
Black/Latino relations at a public university in California with a Black population of 31 percent and a Latino population of 40% found that the Black and Latino students recognized that there were similarities in the educational and socioeconomic obstacles (Literte, 2011). However, this recognition did not create a coalition among these students. The students are lulled into a false sense of security, based on their numeric representation of 71% of the student population (Literte, 2011).
Data collection in these studies was done using academic records of enrollment and interviews that revealed trends between African American and Latino students. Besides, discussions were also carried out to gather data from students. These trends indicated the need for higher learning institutions to focus on this population in various ways. Chacon (2012) noted findings from his study and found that students and staff members expressed their belief that social class and race inequities have played a pivotal role in how budget cuts are ultimately determined, resulting in decreased financial support for programs supportive of low-income students. Furthermore, the student and staff also believed that such programs’ time was reduced because they have limited social power among the student population (Chacon 2012).
Of the studies that were selected, one study conducted by Jackson (2014), quantitative methods were applied to examine how the campus climate and institutional satisfaction and academic adjustment for African American and Latino students persisted at traditional four-year colleges. Dataset collected by the Higher Education Research Institute (HERI) was examined to ascertain students’ perceptions, experiences, and behaviors after their Freshman year. Data analysis included exploratory factor analysis, linear regression, and binary logical regression to review research questions. These questions include:
“What is the factor structure for the selected items from the YFCY survey for African American and Latino students at four-year colleges and universities?”
“What is the best predictive model for academic performance for African American and Latino students?”
“What is the best predictive model for retention and persistence for African American and Latino students?” (Jackson 2014, p. 73)
Professionals in higher education should make more concerted efforts to avoid budget cuts for students at risk with low income of experiencing high rates of exclusion, attrition, and demoralization (Chacon 2012). Other commonalities among these research studies were the recommendations regarding how improvements can improve African American students’ access and equity enrolled in higher learning institutions. These recommendations include: the engagement of students and staff in the roles of advocates (Chacon, 2012); beneficial to the college faculty and administrators is obtaining a better understanding of underrepresented students’ experiences on campuses by working more closely with these students individually, in groups; thus, discovering strategies that will aid in the reduction in stereotyping that these students face daily (McGee, 2016).
Although there were more commonalities among these studies than differences, two studies focused more on a specific population of African American students. Despite these students’ academic abilities and coping strategies, they still experienced racial stereotypes microaggressions (McGee 2016). The issue of access and equity-related to budget cuts has harmed course availability and support services for Latino students who depend on these services to remain consistent in their goal of completing higher education (Chacon 2012). Across all groups used in these studies, participants’ primary concern was financial resources and their ability to pay for a college education. Moreover, even when the financial resources were there, other barriers were likely to exist.
Review of Literature/Deliverable Content
Content/Subject Matter. As stated earlier, the enrollment, retention, and graduation rates for African American Male students in colleges are low. This poses a great concern to all stakeholders in higher learning institutions as it affects society. Consequently, the current state of college enrollment, persistence, and completion of African American males requires that additional programs and services to address this issue’s significance. A variety of research addresses college access and completion of African American males in the United States. Much of this research suggests an enormous amount of literature that has determined that African American males are viewed, at an early age, as less likely than any other group to be academically successful. For example, it is noted that as early as kindergarten, nearly 25 percent of African American males are thrice as likely to be less academically inclined than their white counterparts (Kirk 2010). As a result of this stigma, which has labeled African American males as possible to achieve academically, their progression throughout the educational system influenced their behavior and social responses and are often school standards misinterpreted as problematic among teachers and administrators (Noguer 2009). Therefore, their difference in behaviors and social responses also results in additional negative consequences such as higher disciplinary actions and high school completion levels (Morris, 2012).
There is a difference in African American males’ retention rates from other racial groups in four-year college graduation rates. They account for a mere 5 percent of the college population (Seidman, 2019). Retention rates of African American males are necessary for their success in colleges and universities as they continue to pursue a college degree (Naylor, Wyatt, Nichol & Brown, 2015). However, the central issue of concern is their completion rate, racial group, and gender. For many African American males, access to a community college provides them with an opportunity to pursue higher education. However, despite the opportunities to gain access to higher education through a community college, these colleges continue to struggle with low persistence and endurance rates among African American men.
Unfortunately, the stigmas placed upon African American males during their previous educational experiences have followed them into the higher education arena. This continued level of stigmatization can be difficult for some of these men to overcome. It can contribute to the low personal expectations of themselves and the low-level expectations by faculty, staff, and administrators Gardenhire-Crooks, et al., 2010). Research suggests that one way of addressing this by implementing effective programs and services to increase African American males’ resilience and educational outcomes in community colleges.
According to Harper (2012) schools, many initiatives based on published research related to university men and African American men are implemented. While sometimes creative, these initiatives do not rest on empirical research. Besides, programs, activities, and institutional efforts to improve the success of African American males are generally innovative but not empirically based. As higher learning institutions continue their reliance on institutional data, the developers of these programs should also utilize resources published within the past 15 years. Furthermore, institutional initiatives may also be improved by testimonials given by African American males that have achieved their educational goals. These testimonials will counterbalance the institution’s attempts to understand why many African Americans continue to perform at a lower level in college.
As more higher education institutions become interested in African American males’ persistence, retaining, and graduating, the group’s achievement is recognized and improved. Therefore, more institutions must respond to the needs of one of university students’ most seriously ill-served, stereotyped, and disengaged populations. The literature supports the development of deliverables because it discusses public information related to best practices described to the persistence, retention, and graduation of African American males. The literature included in this capstone proposal is pertinent to the research question and related to previous research.
Furthermore, the literature supports the deliverable development to gain in-depth knowledge centered on what is done to address persistence, retention, and graduation among African American males enrolled in colleges and universities. Also, from the literature review, information about various measures employed to solve the problem is obtained, a critical insight for the deliverable.
Review of Literature/Deliverable Instructional Strategies
Instructional strategies. Teachers employ instructional strategies to assist students in developing into self-directed, strategic learners, which to students become learning strategies when they individually choose suitable techniques and use them successfully to complete tasks or achieve objectives. Instructional systems include learning methods an instructor uses to assist students with learning or better comprehend the course material. They permit instructors to make the learning experience more enjoyable and practical and urge students to take a more active role in their educational experiences. The goal of utilizing instructional strategies outside the subject’s ability to grasp is to create students capable of being independent strategic learners. The expectation is, with time and practice, students will have the option to choose independently to choose the right strategy and use them to fulfill academic tasks.
A wide range of instructional methodologies and procedures can be utilized adequately at all levels and branches of knowledge, with a broad scope of learning styles. These learning methodologies inspire students by improving their commitment, getting their attention, and urging them to focus on recalling course material and understanding it. Instructors who utilize instructional techniques permit students to have the ability to make significant associations between ideas learned in class and real-life circumstances. They offer a chance for students to show their insight and course content on their own when required. Educators also utilize instructional techniques since they’re ready to all the more likely screen and survey understudy execution through various strategies for assessment.
Computer education is a curriculum in which organizational interaction with a computer is essential for the learning cycle. Although a teacher, like a facilitator, is here to organize the term to assess different instructional strategies and curricula. Student activities and the display of computer materials rather than receiving data from written materials or teacher submissions (Mercer, 2016).
The use of computer-based instruction has proven to be beneficial in the teaching of core skills mastery such as core math and literacy skills, and an emphasis on character building where Students are involved in problem-solving: reading learning, extracting texts information, avoiding solutions by using a practical approach and solving new problems using appropriate information (Apprion, 2020). This instructional strategy provides opportunities for students to progress through their demonstration of concrete abilities or have mastered the knowledge and skills that fulfill course requirements (Racen, 2017).
Computer-based skills mastery is student-centered and can detect previous education obtained beyond formal instruction regardless of the method used to get this knowledge. Furthermore, computer-based skills mastery does not rely on letter grades but provides meaningful feedback that allows participants to be more responsible for their education (Racen, 2017). This literature review supports my deliverable’s instructional strategies because computer-based skills mastery is the conduit through which underprepared African American college students realized improvements. These improvements can be seen in their education and employment achievement by recognizing and using their cognitive abilities, persistence, encouragement, and decision-making skills (Apprion, 2020).
References
Provide a list of references cited above in the Literature and Organizational Context section of the proposal. Include any resources cited in your evaluation plan or other entries below. Be sure to include ALL sources cited. (Do not include references that are not mentioned.)
Format the list correctly using the APA Manual 6th edition as your guide.
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Retention: Research, Theory & Practice. Routledge.
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https://dsink.com/downloads/10SinkASTDhandbook.pdf
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Expansion Solutions
https://www.ies.ncsu.edu/blog/what-are-logic-models-and-when-should-you-use-them/
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DELIVERABLE AND DESIGN INFORMATION
In this section of the proposal, you will describe the following components of the deliverable:
Project Outcomes
Learning Objectives
Format
Content and components
Design steps
Evaluation plan
Communication plan
Project Outcomes
To provide academic enrichment and mentoring to enhance the broad range of academic skills necessary to succeed in college. Offer more financial incentives, help find better-paying forms of employment, and improve academic performance through supplemental instruction in academic areas of weakness (es) such as:
Short-term outcomes will include a presentation of the project to stakeholders and the selection of staff.
Midterm goals will consist of professional development and the choice of student participants.
Long-term outcomes will include an overall assessment of student participation and performance and evaluation of the program.
Learning Objectives
As a result of the curriculum’s implementation, all educational professionals at the institution will begin by using the following steps:
Plan direct instructions for the learners
Within the first week, educational professionals will utilize a holistic approach to understand better that several social, personal, and academic issues influence these students’ ability to adapt more effectively to college life.
Evaluates students’ need in the first one month to provide the adequate services required by each student’s circumstances.
Students will be evaluated through concept maps, class assessments, assignments, and end of course exams.
Provide cultural training to leaners
Within the first two weeks, educational professionals will Be sensitive to and knowledgeable of cultural roles to improve their working with all underrepresented groups such as African American males.
Obtain feedback from leaners
The educator will obtain feedback from the student after two weeks through surveys. Each learner will fill an open-ended survey to provide more insights about the course.
Format of the Deliverable
Identify the following three deliverable components:
Design Model
A.D.D.I.E.
Delivery Mode
The delivery model will be a self-directed online course guided by trained facilitators.
Delivery Schedule
The anticipated duration of the deliverable delivery schedule will include two three-hour sessions. His curriculum will be used 10 weeks during the fall and spring semesters.
Design Model
The curriculum development model to be used for developing professional development program is ADDIE. This model help streamline the production of course content. The model has five steps including analysis, design, development, implementation, and evaluation (Gutierrez, 2018). The first step involves analyzing the current situation in terms of knowledge and training gaps before developing any training strategies or contents Through a serious of questions, one can understand the current goals of the training program.
The second step is design. This step utilizes the insights gained ion the previous phase and make practical decisions based on them. This includes a strategy, assessment, duration, structure, delivery methods, and feedback. A prototype for the training is created in the next step. This prototype makes it easier for the developer to communicate easily with other stakeholders. The prototype will also be tested at this stage.
The third step in this model is development. The course will begin to be designed at this step. The prototype provides the guidance needed at this step. Each element of the course will be developed to match the course design. Some level of detail and polish is added to the already developed core. This will be done by deciding on fonts, adding graphics and choosing colors. This will increase the course engagement.
The fourth step is implementation. Once the course has been tested, it will be shred with the learner at this phase. The color decisions and text selections will determine how the course will be administered to the learners. The course materials will then be added to the Learning Management System (LMS). LMS will handle all the delivery, tracking, and reporting. The designer will monitor the situation for any arising issues.
The fifth step in this model is evaluation. This model provides a platform for improving the way future iterations are developed. This step will therefore involve collecting feedback to identify areas that may need improvement in the future. The course designer will obtain feedback from leaners through surveys completed at the end of the course. These surveys will be conducted through the LMS. Learners will be encouraged to give feedback in a free text box so that they can capture gaps that the designer may have not thought of.
The selected curriculum design model is supposed to address the training solutions to the problem of low graduation rates of male students in higher learning. Thus, it has to fully address the learner instruction a desired solution to the problem as well as the student needs, interests, and goals. It will support the development of my curriculum by using an eclectic approach to instructional design. Using this approach is flexible and aligns more to the type and variety of the learners, the content, and the desired results of the deliverable (Sink, 2014).
Delivery Mode
The delivery mode will include professional development among professionals involved in the research process and a PowerPoint presentation to stakeholders.
Delivery Schedule
Communicate Findings, Fall 2021
Hire new staff, Spring 2021
Professional Development for Intervention Strategies, Spring 2021
Implementation of Phase 1 Intervention……Intense Tutoring & Advising, Fall 2021
Implementation of Phase II Intervention……Mentoring & Career Planning, Spring 2022
Access Outcomes of new initiatives, Summer 2022
Deliverable Components
The deliverable components will include intensive tutoring, advising, and mentoring provided by part-time staff and faculty for one academic year. The institution’s commitment to providing intensive tutoring, counseling, and mentoring will help address these students’ personal and educational needs.
Deliverable Content
Interventions may include paying closer attention to the data that suggest that African American male students often struggle the most in their introductory courses (Dulabaum 2016). The deliverable will include a facilitator to oversee the deliverable’s content in the areas of core academic (math ad literacy) and problem-solving skills and allow facilitators to provide personal feedback and encourage students to learn independently (Apprion 2020). A teacher will be provided with a toolkit to track student progress and use and teaching strategies for intervention. The toolkit also provides data through a dashboard with features that are capable of showing real-time updates, suggested interaction, progress, time spent on Core Skills Mastery, and more (Apprion 2020)
Additional Components
Additional components will include a scheduled review of student performance through consultation with relevant faculty members. Visits for academic advising and mentoring to determine the frequency and effectiveness of African American males’ visitations.
Applicable Standards
Students who are the subject of the program deliverables must adhere to the colleges’ policy on attendance and faculty expectations in their enrolled courses.
Design Steps
Steps
Duration (weeks/months)
Discussion of Procedures with team
3 hrs.
Create research tools
1 week
Review of research tools with team
2 hrs.
Assignment of tasks
1 hr.
Conduct Research
30 days
Analyze findings
1 week
Prepare Report
1 week
Publish Findings
1 week
Discussion of findings with key stakeholders
2 hrs.
Evaluation Plan for the Deliverable
Logic Model. Logic models are used to present a graphic representation of a program. The model includes the resources-input, activities that will occur to deliverables-outputs) and the program’s goal outcomes. The three reasons to consider a logic model is to provide a funder or grantor with an evaluation plan as part of the proposal, provides a visual presentation to stakeholders that illustrate the measurable goals and objectives, and provides a quick snapshot of the program’s operations and intended accomplishments (Suber, 2019). Figure 1 below shows the channels of instruction, how instruction will take place, facilities, and staff functions. Figure 2 illustrates the strategies that to be used to communicate with various stakeholders. Information from the below tables helps assess the short-term and long-term outcomes of organization inputs to solve the problem; during the project, an analysis of the eventual results of the steps aids in developing judgment on the effectiveness of a particular approach.
.
Figure 1: The Logic Model for the Implementation of a Retention Program
The Situation
The development and implementation of a retention programs for African American male students
The Situation
The development and implementation of a retention programs for African American male students
INPUTS ACTIVITIES OUTPUTS SHORT –TERM LONG TERM
OUTCOMES OUTCOMES
Instruction Advising Enhanced Increased Increased retention
Learning Academic
Performance Increased graduation
Rate
Technology Mentoring Increased Evaluation of
Behavioral attendance deliverables by
Facilities Supplemental Change stakeholders
Instruction
Staff Increased
Motivation
Tutoring
INPUTS ACTIVITIES OUTPUTS SHORT –TERM LONG TERM
OUTCOMES OUTCOMES
Instruction Advising Enhanced Increased Increased retention
Learning Academic
Performance Increased graduation
Rate
Technology Mentoring Increased Evaluation of
Behavioral attendance deliverables by
Facilities Supplemental Change stakeholders
Instruction
Staff Increased
Motivation
Tutoring
Figure 2: Communication Plan
Communication Plan for the Deliverable
Specify how you will communicate with stakeholders throughout the project, including how you will share the completed deliverable with your leadership and other stakeholders. Completing the table below will help you differentiate communication strategies for different stakeholders and stakeholder groups.
Stakeholder Group or Target Audience
Key Message
Objective
Approach
Frequency
Responsibility
Team Meeting
Progress
Determine Accomplishments
In-person
Weekly
Project leader & members
Senior Administrators
Share progress made by the team
Obtain feedback
In-person
Monthly
Project Leader
Team Meeting
Deliverables
To determine which deliverables are a priority
In-person
Bi-weekly
Project Leader & select team members
Team meeting
Progress
Review project status and discuss potential issues
In-person
Weekly
Project Leader & team members
Senior Administrators
Progress
Report project status and discuss potential issues
In-person
Monthly
Project leader
Note: Please remember to sign the Statement of Original Work at the end of this form.
The following section is to be completed by the School Reviewer only.
Proposal Competency Evaluation Information (to be completed by School Reviewer only)
Reviewer Name:
This rubric is for the School’s Chair Designee to complete. Substantive comments should be provided here or in the body of the proposal for any criteria that are not yet proficient.
P = Proficient
NP = Not yet proficient
PART 2: PROFESSIONAL PRODUCT PROPOSAL CRITERIA
P
NP
Literature and Organizational Context
Problem/Area of improvement
Comments
P
NP
Literature and Research
X
Organizational Context
X
Deliverable
Comments
P
NP
Organizational Context
X
Site Roles and Collaboration
X
Site Support and Impact
X
Site Data and Information Collection
X
Site Permission
X
Theoretical Framework
X
Review of Best Practice and Scholarly Resources
X
Deliverable and Design Information
Comments
P
NP
Project Outcomes
X
Learning Objectives
X
Format of the Deliverable
X
Content and Components
X
Design Steps
X
Evaluation Plan for the Deliverable
X
Communication Plan
X
Communication and Scholarship
Comments
P
NP
APA – Reference List and In-text Citations
Formatting is accurate, appropriate, and complete.
X
Grammar, Mechanics, and Usage (GUM)
X
Writing Style
A clear, concise and complete response is provided in response to each section above. Writing is characterized by proper paragraph development, transitions, organization, logic and flow, and academic tone.
X
1st Review
Date Approved:
2 June 2021
Rationale for Deferral (see comments on form)
Date Deferred:
[X ] Minor Revisions needed
[ ] Major Revisions needed
2nd Review
Date Approved:
Rationale for Deferral (see comments on form)
(if needed)
Date Deferred:
[ ] Minor Revisions needed
[ ] Major Revisions needed
3rd Review
Date Approved:
Rationale for Deferral (see comments on form)
(if needed)
Date Deferred:
[ ] Minor Revisions needed
[ ] Major Revisions needed
FINAL
Approved [ ]
Signature of Designated Reviewer:
STATUS
Date:
STATEMENT OF ORIGINAL WORK
I understand that Capella University’s Academic Honesty Policy (3.01.01) holds learners accountable for the integrity of work they submit, including discussion postings, assignments, comprehensive exams, and the project. Learners are expected to understand the Policy and know that it is their responsibility to learn about instructor and general academic expectations concerning the proper citation of sources in written work specified in the APA Publication Manual, 6th Ed. Severe sanctions can result from violations of any type of the Academic Honesty Policy, including dismissal from the university.
I attest that this document represents my work. Where I have used others’ ideas, I have paraphrased and given credit according to the guidelines of the APA Publication Manual, 6th Ed. I have used the words of others (i.e., direct quotes), I have followed the guidelines for using direct quotes prescribed by the APA Publication Manual, 6th Ed.
I have read, understood, and abided by Capella University’s Academic Honesty Policy (3.01.01). I further understand that Capella University takes plagiarism seriously; regardless of intention, the result is the same.
Signature for Statement of Original Work
Learner Name
Maribel Alvarado
Mentor Name
Dr. Sharon Michael-Chadwell
Learner Email
Malvarado2@capellauniversity.edu
Mentor Email
Sharon.michaelchadwell@capella.edu
Learner ID
1216996
2/9/2020
Version: June 2018
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