Tag: Pedagogical Methods & Classroom Assessment

  • [Solved] W5

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    As an instructional leader, you will be directly involved in measuring instructional practices and outcomes. It will be important for you to be able to articulate these metrics to instructional staff and other stakeholders. For this assessment, you will create a presentation that explains how you, a…

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    Assignment Prompt & Instructions

    As an instructional leader, you will be directly involved in measuring instructional practices and outcomes. It will be important for you to be able to articulate these metrics to instructional staff and other stakeholders. For this assessment, you will create a presentation that explains how you, as an instructional leader, will evaluate institutional outcomes.

    **Create** a 14- to 16-slide presentation, with speaker notes and voice over, for the staff and stakeholders outlining how instructional practices and outcomes will be assessed. In your presentation:

    – Describe specific outcomes being measured. Highlight critical areas specific to your organization or institution.
    – Explain the data collection strategies for each outcome being measured.
    – Describe the data that will be used to inform continuous improvement of instruction.
    – Explain how staff will be held accountable for improving instructional outcomes.
    – Explain how leadership will support instructional staff with professional development.

  • [Solved] 5d2

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    Educational leaders are responsible for meeting set learning goals and program outcomes. They are also responsible for meeting internal and external standards. A part of the role is to identify learning strategies and planned goals. Explain continuous improvement and cycles for assessing student pro…

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    Educational leaders are responsible for meeting set learning goals and program outcomes. They are also responsible for meeting internal and external standards. A part of the role is to identify learning strategies and planned goals.

    Explain continuous improvement and cycles for assessing student progress and program effectiveness. Describe how data teams or committees can be used to support continuous improvement. Reflect on how educational leaders make data-based instructional decisions to support teachers.

  • [Solved] 5d1

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    Educational leaders are expected to guide, monitor, and supervise effective curriculum and instruction. In K–12 education, they use data to make informed decisions at the school and classroom level. In higher education, they use data to make informed decisions at the institutional and program level….

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    Assignment Prompt & Instructions

    Educational leaders are expected to guide, monitor, and supervise effective curriculum and instruction. In K–12 education, they use data to make informed decisions at the school and classroom level. In higher education, they use data to make informed decisions at the institutional and program level.

    Describe the kinds of assessment data leaders can use to understand the teaching, learning, and school environment. Address both aggregated and disaggregated data. Discuss ways leaders use data to impact teaching and learning. Reflect on the benefits of data-driven instruction for students.

  • [Solved] 526-3

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    Answer each question in 150 words each with at least 1 reference 1. You are currently exploring Block 2 of your clinical field experience in this course. During this block, you are focused on collaborative planning, instructing small groups of students, and participating in activities that support …

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    Answer each question in 150 words each with at least 1 reference

    1. You are currently exploring Block 2 of your clinical field experience in this course. During this block, you are focused on collaborative planning, instructing small groups of students, and participating in activities that support professional practices. Share with your peers the field experiences you have had so far in this course.- So far i've only instruct a small group in ELA for 2nd graders.

    2. Much like the connection between reading and writing, there is a connection between dysgraphia and dyslexia. How is dysgraphia related to dyslexia? What does brain imaging research tell us about dyslexia? Knowing this, what are at least two ways teachers can support students with dyslexia and dysgraphia in their classroom, specifically during literacy instruction, remediation, and intervention?

    Please only choose from these reference for #2

    https://www.youtube.com/watch?v=lkOd0GFu5k0&feature=youtu.be

    https://www.readingrockets.org/topics/dyslexia/articles/dyslexia-and-brain-what-does-current-research-tell-us

    https://www.readingrockets.org/topics/struggling-readers/articles/about-reading-disabilities-learning-disabilities-and-reading

  • [Solved] b

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    ## **Discussion 1** Read the following statement and respond in two steps: 1) The curriculum may be defined in two ways: (1) it is the range of experiences, both indirect and direct, concerned in unfolding the abilities of the individual, or (2) it is a series of consciously directed training experi…

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    Assignment Prompt & Instructions

    ## **Discussion 1**

    Read the following statement and respond in two steps:

    1) The curriculum may be defined in two ways: (1) it is the range of experiences, both indirect and direct, concerned in unfolding the abilities of the individual, or (2) it is a series of consciously directed training experiences that the schools use for completing and perfecting the individual. Using Discussion Board below, respond to the following prompt:

    Which definition aligns most with your understanding of the term _**curriculum**_ **?**

    _You are required to submit a response consisting of 200-300 word responses to each Discussion. You are also required to submit a substantive response (100-200 words per response) to ONE of your classmates' discussions._

    2) NEXT Follow the provided link to a Google Form to respond to this prompt: _Name and briefly discuss a change you would make to your current/future curriculum to accommodate diverse students – identify the diversity (language, culture, ability, etc.)._

    We will be discussing your responses to this Google Form at the next Zoom Class. You are welcome to be as honest as you like!

    [https://docs.google.com/forms/d/e/1FAIpQLSf7nnDaNhUYQt2AzPpV8brj5LmDWNzkdM3lk97TEbUSh6k4xg/viewform?usp=sharing&ouid=102117913705099210780Links to an external site.](https://docs.google.com/forms/d/e/1FAIpQLSf7nnDaNhUYQt2AzPpV8brj5LmDWNzkdM3lk97TEbUSh6k4xg/viewform?usp=sharing&ouid=102117913705099210780 "Link")

    – [\
    \
    ed.docx](https://www.sweetstudy.com/files/ed-docx-10553603 "ed.docx")

  • [Solved] edwards

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    please see attachment **files (1)** – ## OrganizingDataAssignment.docx **## OrganizingDataAssignment.docx** ## Module 2: Organizing Data Assignment Questions are taken directly from Brase, Brase, Dolor, and Seibert Chapter 2, page 79. In case an eBook page number differs, the questions are listed be…

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    Assignment Prompt & Instructions

    please see attachment

    **files (1)**

    – ## OrganizingDataAssignment.docx

    **## OrganizingDataAssignment.docx**

    ## Module 2: Organizing Data Assignment

    Questions are taken directly from Brase, Brase, Dolor, and Seibert Chapter 2, page 79. In case an eBook page number differs, the questions are listed below:

    Discuss each of the following topics in class or review the topics on your own. Then, write a brief but complete essay in which you summarize the main points. Please include formulas and graphs as appropriate.

    1. In your own words, explain the differences among histograms, relative-frequency histograms, bar graphs, circle graphs, time-series graphs, Pareto charts, and stem-and-leaf displays. If you have nominal data, which graphic displays might be useful? What if you have ordinal, interval, or ratio data?

    2. What do we mean when we say a histogram is skewed to the left? To the right? What is a bimodal histogram? Discuss the following statement: “A bimodal histogram usually results if we draw a sample from two populations at once.” Suppose you took a sample of weights of college football players, and with this sample, you included the weights of cheerleaders. Do you think a histogram made from the combined weights would be bimodal? Explain.

    3. Discuss the statement that stem-and-leaf displays are quick and easy to construct. How can we use a stem-and-leaf display to make the construction of a frequency table easier? How does a stem-and-leaf display help you spot extreme values quickly?

    ## General Instructions

    As doctoral students, your assignments are expected to follow the principles of high-quality scientific standards and promote knowledge and understanding in the field of criminal justice. You should apply a rigorous and critical assessment of a body of theory and empirical research, articulating what is known about the phenomenon and ways to advance research about the topic under review. Research syntheses should identify significant variables, a systematic and reproducible search strategy, and a clear framework for studies included in the larger analysis.

    Assignments may be written in first person (“I”).

    All assignments should be clearly and concisely written, with technical material set off. Please do not use jargon, slang, idioms, colloquialisms, or bureaucratese. Use acronyms sparingly and spell them out the first time you use them. Please do not construct acronyms from phrases you repeat frequently in the text.

    ## Structure of Assignment Paper

    For purposes of this assignment, there is no layout structure required as far as the setup of this paper, with one exception. I would appreciate it if you used separate headers for question 1 and

    CJUS 745

    Page 2 of 2

    question 2. Sub-headers are also allowed but not required. Questions should strive to be no less than 500 words each with no maximum limit.

    I expect all papers to be in the latest APA edition, properly cited, and additional resources used besides classroom textbooks.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **## OrganizingDataAssignment.docx**

    ## Module 2: Organizing Data Assignment

    Questions are taken directly from Brase, Brase, Dolor, and Seibert Chapter 2, page 79. In case an eBook page number differs, the questions are listed below:

    Discuss each of the following topics in class or review the topics on your own. Then, write a brief but complete essay in which you summarize the main points. Please include formulas and graphs as appropriate.

    1. In your own words, explain the differences among histograms, relative-frequency histograms, bar graphs, circle graphs, time-series graphs, Pareto charts, and stem-and-leaf displays. If you have nominal data, which graphic displays might be useful? What if you have ordinal, interval, or ratio data?

    2. What do we mean when we say a histogram is skewed to the left? To the right? What is a bimodal histogram? Discuss the following statement: “A bimodal histogram usually results if we draw a sample from two populations at once.” Suppose you took a sample of weights of college football players, and with this sample, you included the weights of cheerleaders. Do you think a histogram made from the combined weights would be bimodal? Explain.

    3. Discuss the statement that stem-and-leaf displays are quick and easy to construct. How can we use a stem-and-leaf display to make the construction of a frequency table easier? How does a stem-and-leaf display help you spot extreme values quickly?

    ## General Instructions

    As doctoral students, your assignments are expected to follow the principles of high-quality scientific standards and promote knowledge and understanding in the field of criminal justice. You should apply a rigorous and critical assessment of a body of theory and empirical research, articulating what is known about the phenomenon and ways to advance research about the topic under review. Research syntheses should identify significant variables, a systematic and reproducible search strategy, and a clear framework for studies included in the larger analysis.

    Assignments may be written in first person (“I”).

    All assignments should be clearly and concisely written, with technical material set off. Please do not use jargon, slang, idioms, colloquialisms, or bureaucratese. Use acronyms sparingly and spell them out the first time you use them. Please do not construct acronyms from phrases you repeat frequently in the text.

    ## Structure of Assignment Paper

    For purposes of this assignment, there is no layout structure required as far as the setup of this paper, with one exception. I would appreciate it if you used separate headers for question 1 and

    CJUS 745

    Page 2 of 2

    question 2. Sub-headers are also allowed but not required. Questions should strive to be no less than 500 words each with no maximum limit.

    I expect all papers to be in the latest APA edition, properly cited, and additional resources used besides classroom textbooks.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

  • [Solved] jameire

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    please see attachments. complete review please use the literature topic summary to complete the literature review **files (2)** – ## LiteratureReviewOverviewAssignmentInstructions.docx – ## LiteratureReviewTopicIdentification.docx **## LiteratureReviewOverviewAssignmentInstructions.docx** **Literatu…

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    Assignment Prompt & Instructions

    please see attachments. complete review please use the literature topic summary to complete the literature review

    **files (2)**

    – ## LiteratureReviewOverviewAssignmentInstructions.docx

    – ## LiteratureReviewTopicIdentification.docx

    **## LiteratureReviewOverviewAssignmentInstructions.docx**

    **Literature Review: Overview Assignment Instructions**

    **Overview**

    The literature review is foundational to a good dissertation. In this assignment, you will create an overview document for your literature review. This assignment will serve as a roadmap for the literature review, structure, and drafts. The key components of your literature review should clarify your focused topic and lay the groundwork for your literature review.

    **Instructions**

    The use of artificial intelligence tools to generate, compose, or outsource any portion of your written work is strictly prohibited. Submitting AI‑produced or AI‑assisted writing constitutes a violation of the academic integrity expectations for this doctoral course. All submissions must reflect your own original scholarly analysis and writing.

    · Length of assignment: 3-5 pages. The title page, abstract, and reference pages are excluded from any minimum page count.

    · The assignment should be written in APA current edition format. Be sure to use the professional version for doctoral students.

    · Number of sources: Minimum 5 sources which are peer-reviewed and published within the past 5 years. Acceptable sources include peer-reviewed sources published within the last five years (current year, plus prior 4 years) and seminal works for the theoretical framework (which can be more than 5 years old). You may include older articles provided you also meet the minimum requirement for 5 peer-reviewed sources published within the past 5 years (current year plus prior 4 years). If you exclude older articles, you may miss important information.

    · The Galvan and Galvan course textbook and the Bible must also be used and cited. Biblical integration must be present.

    The
    **Literature Review:** **Overview Assignment** should include all of the following:

    · Introduction to the literature review, explaining its importance in research and its relevance to your academic field.

    · Explain the significance of your chosen topic and its relevance to your academic interests or research goals.

    · Elucidate the importance of the literature review in informing your research project and contributing to scholarly discourse in your field.

    · Objectives of your literature review, such as identifying key themes, evaluating existing research, and addressing a specific research question (singular).

    · Scope of your literature review, outlining the boundaries and limitations of your review of the literature. Clarify the timeframe, geographic focus, and disciplinary perspectives as related to your topic.

    · Key concepts and keywords relevant to your literature review topic. Explain how these will be used to search for and analyze the literature.

    · Search strategy for identifying relevant literature, including databases, search terms, and inclusion and exclusion criteria. Discuss any challenges or considerations in conducting your literature search.

    · Description of the organizational structure of the literature review, including main sections and subsections, according to themes.

    · A summary, and a conclusion outlining key points of your literature review overview, highlighting the focused topic, objectives, scope, and organizational structure.

    · A reference list in the appropriate citation style.

    Be sure to incorporate any feedback you have received from your instructor on the
    **Literature Review Topic Identification Assignment** regarding your topic selection, into this overview assignment.

    For all assignments in this course, you are expected to demonstrate progression by incorporating instructor feedback from prior assignments in this course.

    Note:
    Your assignment will be checked for originality via the Turnitin plagiarism tool.

    At this stage in your doctoral journey, and specifically for this course, do not use the following or any secondary sources in your reference list: systematic reviews, integrative reviews, scoping reviews, and meta‑analyses. These are secondary sources, and citing them is essentially the same as citing a review of other studies, rather than the original research.

    For your assignments, you must rely on primary, peer‑reviewed research articles. Primary sources report original data, methods, and findings, and these are essential for developing the critical research skills needed at the doctoral level. You may read systematic reviews and other secondary sources to help you understand your topic more broadly. However, if you come across useful studies within those reviews, locate and cite the original (primary) research articles from the reference lists rather than citing the review itself.

    At this stage in your doctoral journey, you are in the coursework phase. Coursework prepares you for the dissertation phase, but it is not a substitute for the work required once you begin your dissertation. When you enter the dissertation phase, you will follow the direction and expectations of your Dissertation Chair. For now, please complete all assignments according to the requirements of this course, knowing that dissertation‑level guidance will come later from the Chair of your dissertation committee.

    **## LiteratureReviewTopicIdentification.docx**

    2

    **Literature Review Topic Identification**

    Jameire Jordan

    Liberty University

    May 21, 2026

    **Literature Review Topic Identification**

    **Topic Relevance to Health Sciences and Cognate**

    The topic for this literature review will be the effect of telehealth intervention on mental health outcomes for the rural population. This topic is strongly connected to the health sciences in that mental health services are an integral part of healthcare and public health practice. Telehealth has played a vital role in expanding access to health services, particularly for those populations who are underserved and face challenges in accessing services including geographic isolation, provider shortages, and transportation issues. Using telehealth technologies in mental health care has a direct impact on patient outcomes, delivery of healthcare quality, and accessibility to healthcare.

    This topic is also connected to the cognate area of healthcare administration since healthcare leaders and administrators are critical in the implementation of telehealth systems, creation of healthcare policies, and management of healthcare resources. Administrators must be able to make sure that telehealth programs are effective, available and legal in the healthcare context. To inform healthcare administrators about the impact of telehealth on mental health outcomes can help them make informed decisions about resource allocation, staffing, etc., and expand services in rural healthcare settings.

    The journal article chosen for this assignment was a peer-reviewed article that studied the effectiveness of telehealth counseling services for adults in rural areas (Rush et al., 2022). The study consisted of introduction, literature review, research methods, results, discussion and conclusions. The article highlighted a need for further research on long-term patient outcomes and patient satisfaction with mental health telehealth.

    **Gap in the Literature**

    The literature review revealed that there were few long-term studies that focused on the effectiveness of telehealth mental health interventions for rural populations. Although previous research has shown that telehealth can enhance access to counselling and therapy services in the short term, little research exists on how long telehealth services affect patient recovery, treatment adherence, and quality of life.

    Most studies in the past were narrow in scope to address only short-term effects or small patient populations. Consequently, it is not yet fully known if there are lasting benefits from these mental health programs over the long-term. This is why future research is needed to explore the long-term impacts of telehealth services with different rural populations.

    The literature review helped to shape the researchable gap in two significant ways. First, the literature review confirmed that in recent years, there is a growing trend of telehealth. The review did uncover some inconsistencies in findings regarding patient engagement and continued treatment, however. Several studies found high levels of satisfaction, and others indicated a lack of personal relationships between providers and patients or technology issues were responsible for patients dropping out of treatment (Witkowski et al., 2024). These discrepancies underscored the need for additional research to explore the long-term effectiveness of mental health THTs.

    Second, the literature review revealed that there were existing gaps in diversity in previous studies. Numerous studies have concentrated on urban communities or healthcare services in general, but not specifically on the mental health patients in rural areas. This restriction helped to develop the research question, as it was important to investigate how telehealth impacts on individuals who reside in rural areas and may have a different set of healthcare barriers.

    The research question that emerged from the literature review was: What is the effect of telehealth mental health interventions on long term treatment outcomes for adults in a rural community? This is a research question, as it involves a very specific population, intervention, and measurable outcomes.

    **Constructive feedback on the Literature Review and Critical feedback on the Literature Review**

    While the literature review recognized that healthcare disparities exist in rural communities, it did not fully explore the role of cultural beliefs, education or income status could be a factor in telehealth participation. Incorporating these factors into the picture would give a more complete picture of barriers to mental health treatment.

    The second feedback concerns with the absence of integration of the theoretical framework. The literature review was effective in summarizing several studies, but did not clearly relate the research to a healthcare and/or behavioral theory. The Health Belief Model or the Technology Acceptance Model can be integrated to enhance the analysis, as it would explain the reason behind patients' decision to participate in telehealth services (Paganin et al., 2023).

    The third aspect of feedback relates to the restricted discussion around technology infrastructure issues. The review made brief reference to access to the internet, but did not sufficiently discuss the challenges of poor broadband connectivity for treatment continuity in rural areas. Further research and discussion of this topic could enhance the literature review, as access to technology is one of the key determinants of the effectiveness of telehealth services.

    Identify a subject for a literature review.

    The subject of the literature review is the sustained impact of mental health tele-interventions on the adults in rural communities. This topic was presented as a suggestion for future research in the journal article, and the authors were interested in studying long-term outcomes for patients and the factors that could be causing patients to not continue with telehealth counseling programs.

    The proposed topic is related to the original journal article, both of which are related to telehealth and mental health care in rural people. But the proposed topic is different as it focuses on the long-term treatment outcomes and not on short term satisfaction of the patients or the availability of treatment.

    The importance of this topic is that mental health disorders are still prevalent among millions of people and that there are fewer healthcare providers in rural areas (World Health Organization, 2022). The sustained impact of telehealth services can drive healthcare organizations to refine treatment approaches, combat health disparities, and enhance mental health support systems.

    The proposed study seeks to address the gap in the literature concerning the sustainability of telehealth mental health interventions. Future studies will be able to offer insights into treatment adherence, patient satisfaction and mental health improvements based on long-term patient outcomes.

    In the biblical Perspective, healthcare providers are expected to demonstrate care and respect in the service of others. Supporting those with mental health issues is important, as it is taught in Galatians 6:2 that believers are to “carry each other's burdens.” Expanding telehealth mental health services is consistent with the Christian values of caring, service, and care for the weak.

    **References**

    Bible, H. (1966).
    _The holy bible_. Trinitarian Bible Society.

    Paganin, G., Margheritti, S., Farhane-Medina, N. Z., Simbula, S., & Mazzetti, G. (2023, November). Health, stress and technologies: Integrating technology acceptance and health belief models for smartphone-based stress intervention. In
    _Healthcare_ (Vol. 11, No. 23, p. 3030). MDPI.
    [https://www.mdpi.com/2227-9032/11/23/3030](https://www.mdpi.com/2227-9032/11/23/3030)

    Rush, K. L., Singh, S., Seaton, C. L., Burton, L., Li, E., Jones, C., … & Janke, R. (2022). Telehealth use for enhancing the health of rural older adults: A systematic mixed studies review.
    _The Gerontologist_,
    _62_(10), e564-e577.
    [https://academic.oup.com/gerontologist/article-pdf/62/10/e564/47458480/gnab141.pdf?casa_token=PlH4tOccuYMAAAAA:8WreH_fM3hSTWrP76z-cD1ZnxKO6t7ZbE90uVdD9Oy7L49E6tHNyuvvIJJe0QJFrOlc8-uKTMisFKw](https://academic.oup.com/gerontologist/article-pdf/62/10/e564/47458480/gnab141.pdf?casa_token=PlH4tOccuYMAAAAA:8WreH_fM3hSTWrP76z-cD1ZnxKO6t7ZbE90uVdD9Oy7L49E6tHNyuvvIJJe0QJFrOlc8-uKTMisFKw)

    Witkowski, K., Dougherty, R. B., & Neely, S. R. (2024). Public perceptions of artificial intelligence in healthcare: ethical concerns and opportunities for patient-centered care.
    _BMC Medical Ethics_,
    _25_(1), 74.
    [https://link.springer.com/content/pdf/10.1186/s12910-024-01066-4.pdf](https://link.springer.com/content/pdf/10.1186/s12910-024-01066-4.pdf)

    World Health Organization. (2022). World mental health report: Transforming mental health for all. World Health Organization.
    [https://books.google.com/books?hl=en&lr=&id=lnkOEQAAQBAJ&oi=fnd&pg=PR10&dq=mental+health+disorders+are+still+prevalent+among+millions+of+people+and+that+there+are+fewer+healthcare+providers+in+rural+areas&ots=TTk4UPQs-q&sig=qpvy_EFZhMUfwTU8Y3vCtjmjYOA](https://books.google.com/books?hl=en&lr=&id=lnkOEQAAQBAJ&oi=fnd&pg=PR10&dq=mental+health+disorders+are+still+prevalent+among+millions+of+people+and+that+there+are+fewer+healthcare+providers+in+rural+areas&ots=TTk4UPQs-q&sig=qpvy_EFZhMUfwTU8Y3vCtjmjYOA)

    **## LiteratureReviewTopicIdentification.docx**

    2

    **Literature Review Topic Identification**

    Jameire Jordan

    Liberty University

    May 21, 2026

    **Literature Review Topic Identification**

    **Topic Relevance to Health Sciences and Cognate**

    The topic for this literature review will be the effect of telehealth intervention on mental health outcomes for the rural population. This topic is strongly connected to the health sciences in that mental health services are an integral part of healthcare and public health practice. Telehealth has played a vital role in expanding access to health services, particularly for those populations who are underserved and face challenges in accessing services including geographic isolation, provider shortages, and transportation issues. Using telehealth technologies in mental health care has a direct impact on patient outcomes, delivery of healthcare quality, and accessibility to healthcare.

    This topic is also connected to the cognate area of healthcare administration since healthcare leaders and administrators are critical in the implementation of telehealth systems, creation of healthcare policies, and management of healthcare resources. Administrators must be able to make sure that telehealth programs are effective, available and legal in the healthcare context. To inform healthcare administrators about the impact of telehealth on mental health outcomes can help them make informed decisions about resource allocation, staffing, etc., and expand services in rural healthcare settings.

    The journal article chosen for this assignment was a peer-reviewed article that studied the effectiveness of telehealth counseling services for adults in rural areas (Rush et al., 2022). The study consisted of introduction, literature review, research methods, results, discussion and conclusions. The article highlighted a need for further research on long-term patient outcomes and patient satisfaction with mental health telehealth.

    **Gap in the Literature**

    The literature review revealed that there were few long-term studies that focused on the effectiveness of telehealth mental health interventions for rural populations. Although previous research has shown that telehealth can enhance access to counselling and therapy services in the short term, little research exists on how long telehealth services affect patient recovery, treatment adherence, and quality of life.

    Most studies in the past were narrow in scope to address only short-term effects or small patient populations. Consequently, it is not yet fully known if there are lasting benefits from these mental health programs over the long-term. This is why future research is needed to explore the long-term impacts of telehealth services with different rural populations.

    The literature review helped to shape the researchable gap in two significant ways. First, the literature review confirmed that in recent years, there is a growing trend of telehealth. The review did uncover some inconsistencies in findings regarding patient engagement and continued treatment, however. Several studies found high levels of satisfaction, and others indicated a lack of personal relationships between providers and patients or technology issues were responsible for patients dropping out of treatment (Witkowski et al., 2024). These discrepancies underscored the need for additional research to explore the long-term effectiveness of mental health THTs.

    Second, the literature review revealed that there were existing gaps in diversity in previous studies. Numerous studies have concentrated on urban communities or healthcare services in general, but not specifically on the mental health patients in rural areas. This restriction helped to develop the research question, as it was important to investigate how telehealth impacts on individuals who reside in rural areas and may have a different set of healthcare barriers.

    The research question that emerged from the literature review was: What is the effect of telehealth mental health interventions on long term treatment outcomes for adults in a rural community? This is a research question, as it involves a very specific population, intervention, and measurable outcomes.

    **Constructive feedback on the Literature Review and Critical feedback on the Literature Review**

    While the literature review recognized that healthcare disparities exist in rural communities, it did not fully explore the role of cultural beliefs, education or income status could be a factor in telehealth participation. Incorporating these factors into the picture would give a more complete picture of barriers to mental health treatment.

    The second feedback concerns with the absence of integration of the theoretical framework. The literature review was effective in summarizing several studies, but did not clearly relate the research to a healthcare and/or behavioral theory. The Health Belief Model or the Technology Acceptance Model can be integrated to enhance the analysis, as it would explain the reason behind patients' decision to participate in telehealth services (Paganin et al., 2023).

    The third aspect of feedback relates to the restricted discussion around technology infrastructure issues. The review made brief reference to access to the internet, but did not sufficiently discuss the challenges of poor broadband connectivity for treatment continuity in rural areas. Further research and discussion of this topic could enhance the literature review, as access to technology is one of the key determinants of the effectiveness of telehealth services.

    Identify a subject for a literature review.

    The subject of the literature review is the sustained impact of mental health tele-interventions on the adults in rural communities. This topic was presented as a suggestion for future research in the journal article, and the authors were interested in studying long-term outcomes for patients and the factors that could be causing patients to not continue with telehealth counseling programs.

    The proposed topic is related to the original journal article, both of which are related to telehealth and mental health care in rural people. But the proposed topic is different as it focuses on the long-term treatment outcomes and not on short term satisfaction of the patients or the availability of treatment.

    The importance of this topic is that mental health disorders are still prevalent among millions of people and that there are fewer healthcare providers in rural areas (World Health Organization, 2022). The sustained impact of telehealth services can drive healthcare organizations to refine treatment approaches, combat health disparities, and enhance mental health support systems.

    The proposed study seeks to address the gap in the literature concerning the sustainability of telehealth mental health interventions. Future studies will be able to offer insights into treatment adherence, patient satisfaction and mental health improvements based on long-term patient outcomes.

    In the biblical Perspective, healthcare providers are expected to demonstrate care and respect in the service of others. Supporting those with mental health issues is important, as it is taught in Galatians 6:2 that believers are to “carry each other's burdens.” Expanding telehealth mental health services is consistent with the Christian values of caring, service, and care for the weak.

    **References**

    Bible, H. (1966).
    _The holy bible_. Trinitarian Bible Society.

    Paganin, G., Margheritti, S., Farhane-Medina, N. Z., Simbula, S., & Mazzetti, G. (2023, November). Health, stress and technologies: Integrating technology acceptance and health belief models for smartphone-based stress intervention. In
    _Healthcare_ (Vol. 11, No. 23, p. 3030). MDPI.
    [https://www.mdpi.com/2227-9032/11/23/3030](https://www.mdpi.com/2227-9032/11/23/3030)

    Rush, K. L., Singh, S., Seaton, C. L., Burton, L., Li, E., Jones, C., … & Janke, R. (2022). Telehealth use for enhancing the health of rural older adults: A systematic mixed studies review.
    _The Gerontologist_,
    _62_(10), e564-e577.
    [https://academic.oup.com/gerontologist/article-pdf/62/10/e564/47458480/gnab141.pdf?casa_token=PlH4tOccuYMAAAAA:8WreH_fM3hSTWrP76z-cD1ZnxKO6t7ZbE90uVdD9Oy7L49E6tHNyuvvIJJe0QJFrOlc8-uKTMisFKw](https://academic.oup.com/gerontologist/article-pdf/62/10/e564/47458480/gnab141.pdf?casa_token=PlH4tOccuYMAAAAA:8WreH_fM3hSTWrP76z-cD1ZnxKO6t7ZbE90uVdD9Oy7L49E6tHNyuvvIJJe0QJFrOlc8-uKTMisFKw)

    Witkowski, K., Dougherty, R. B., & Neely, S. R. (2024). Public perceptions of artificial intelligence in healthcare: ethical concerns and opportunities for patient-centered care.
    _BMC Medical Ethics_,
    _25_(1), 74.
    [https://link.springer.com/content/pdf/10.1186/s12910-024-01066-4.pdf](https://link.springer.com/content/pdf/10.1186/s12910-024-01066-4.pdf)

    World Health Organization. (2022). World mental health report: Transforming mental health for all. World Health Organization.
    [https://books.google.com/books?hl=en&lr=&id=lnkOEQAAQBAJ&oi=fnd&pg=PR10&dq=mental+health+disorders+are+still+prevalent+among+millions+of+people+and+that+there+are+fewer+healthcare+providers+in+rural+areas&ots=TTk4UPQs-q&sig=qpvy_EFZhMUfwTU8Y3vCtjmjYOA](https://books.google.com/books?hl=en&lr=&id=lnkOEQAAQBAJ&oi=fnd&pg=PR10&dq=mental+health+disorders+are+still+prevalent+among+millions+of+people+and+that+there+are+fewer+healthcare+providers+in+rural+areas&ots=TTk4UPQs-q&sig=qpvy_EFZhMUfwTU8Y3vCtjmjYOA)

    **## LiteratureReviewOverviewAssignmentInstructions.docx**

    **Literature Review: Overview Assignment Instructions**

    **Overview**

    The literature review is foundational to a good dissertation. In this assignment, you will create an overview document for your literature review. This assignment will serve as a roadmap for the literature review, structure, and drafts. The key components of your literature review should clarify your focused topic and lay the groundwork for your literature review.

    **Instructions**

    The use of artificial intelligence tools to generate, compose, or outsource any portion of your written work is strictly prohibited. Submitting AI‑produced or AI‑assisted writing constitutes a violation of the academic integrity expectations for this doctoral course. All submissions must reflect your own original scholarly analysis and writing.

    · Length of assignment: 3-5 pages. The title page, abstract, and reference pages are excluded from any minimum page count.

    · The assignment should be written in APA current edition format. Be sure to use the professional version for doctoral students.

    · Number of sources: Minimum 5 sources which are peer-reviewed and published within the past 5 years. Acceptable sources include peer-reviewed sources published within the last five years (current year, plus prior 4 years) and seminal works for the theoretical framework (which can be more than 5 years old). You may include older articles provided you also meet the minimum requirement for 5 peer-reviewed sources published within the past 5 years (current year plus prior 4 years). If you exclude older articles, you may miss important information.

    · The Galvan and Galvan course textbook and the Bible must also be used and cited. Biblical integration must be present.

    The
    **Literature Review:** **Overview Assignment** should include all of the following:

    · Introduction to the literature review, explaining its importance in research and its relevance to your academic field.

    · Explain the significance of your chosen topic and its relevance to your academic interests or research goals.

    · Elucidate the importance of the literature review in informing your research project and contributing to scholarly discourse in your field.

    · Objectives of your literature review, such as identifying key themes, evaluating existing research, and addressing a specific research question (singular).

    · Scope of your literature review, outlining the boundaries and limitations of your review of the literature. Clarify the timeframe, geographic focus, and disciplinary perspectives as related to your topic.

    · Key concepts and keywords relevant to your literature review topic. Explain how these will be used to search for and analyze the literature.

    · Search strategy for identifying relevant literature, including databases, search terms, and inclusion and exclusion criteria. Discuss any challenges or considerations in conducting your literature search.

    · Description of the organizational structure of the literature review, including main sections and subsections, according to themes.

    · A summary, and a conclusion outlining key points of your literature review overview, highlighting the focused topic, objectives, scope, and organizational structure.

    · A reference list in the appropriate citation style.

    Be sure to incorporate any feedback you have received from your instructor on the
    **Literature Review Topic Identification Assignment** regarding your topic selection, into this overview assignment.

    For all assignments in this course, you are expected to demonstrate progression by incorporating instructor feedback from prior assignments in this course.

    Note:
    Your assignment will be checked for originality via the Turnitin plagiarism tool.

    At this stage in your doctoral journey, and specifically for this course, do not use the following or any secondary sources in your reference list: systematic reviews, integrative reviews, scoping reviews, and meta‑analyses. These are secondary sources, and citing them is essentially the same as citing a review of other studies, rather than the original research.

    For your assignments, you must rely on primary, peer‑reviewed research articles. Primary sources report original data, methods, and findings, and these are essential for developing the critical research skills needed at the doctoral level. You may read systematic reviews and other secondary sources to help you understand your topic more broadly. However, if you come across useful studies within those reviews, locate and cite the original (primary) research articles from the reference lists rather than citing the review itself.

    At this stage in your doctoral journey, you are in the coursework phase. Coursework prepares you for the dissertation phase, but it is not a substitute for the work required once you begin your dissertation. When you enter the dissertation phase, you will follow the direction and expectations of your Dissertation Chair. For now, please complete all assignments according to the requirements of this course, knowing that dissertation‑level guidance will come later from the Chair of your dissertation committee.

    **## LiteratureReviewTopicIdentification.docx**

    2

    **Literature Review Topic Identification**

    Jameire Jordan

    Liberty University

    May 21, 2026

    **Literature Review Topic Identification**

    **Topic Relevance to Health Sciences and Cognate**

    The topic for this literature review will be the effect of telehealth intervention on mental health outcomes for the rural population. This topic is strongly connected to the health sciences in that mental health services are an integral part of healthcare and public health practice. Telehealth has played a vital role in expanding access to health services, particularly for those populations who are underserved and face challenges in accessing services including geographic isolation, provider shortages, and transportation issues. Using telehealth technologies in mental health care has a direct impact on patient outcomes, delivery of healthcare quality, and accessibility to healthcare.

    This topic is also connected to the cognate area of healthcare administration since healthcare leaders and administrators are critical in the implementation of telehealth systems, creation of healthcare policies, and management of healthcare resources. Administrators must be able to make sure that telehealth programs are effective, available and legal in the healthcare context. To inform healthcare administrators about the impact of telehealth on mental health outcomes can help them make informed decisions about resource allocation, staffing, etc., and expand services in rural healthcare settings.

    The journal article chosen for this assignment was a peer-reviewed article that studied the effectiveness of telehealth counseling services for adults in rural areas (Rush et al., 2022). The study consisted of introduction, literature review, research methods, results, discussion and conclusions. The article highlighted a need for further research on long-term patient outcomes and patient satisfaction with mental health telehealth.

    **Gap in the Literature**

    The literature review revealed that there were few long-term studies that focused on the effectiveness of telehealth mental health interventions for rural populations. Although previous research has shown that telehealth can enhance access to counselling and therapy services in the short term, little research exists on how long telehealth services affect patient recovery, treatment adherence, and quality of life.

    Most studies in the past were narrow in scope to address only short-term effects or small patient populations. Consequently, it is not yet fully known if there are lasting benefits from these mental health programs over the long-term. This is why future research is needed to explore the long-term impacts of telehealth services with different rural populations.

    The literature review helped to shape the researchable gap in two significant ways. First, the literature review confirmed that in recent years, there is a growing trend of telehealth. The review did uncover some inconsistencies in findings regarding patient engagement and continued treatment, however. Several studies found high levels of satisfaction, and others indicated a lack of personal relationships between providers and patients or technology issues were responsible for patients dropping out of treatment (Witkowski et al., 2024). These discrepancies underscored the need for additional research to explore the long-term effectiveness of mental health THTs.

    Second, the literature review revealed that there were existing gaps in diversity in previous studies. Numerous studies have concentrated on urban communities or healthcare services in general, but not specifically on the mental health patients in rural areas. This restriction helped to develop the research question, as it was important to investigate how telehealth impacts on individuals who reside in rural areas and may have a different set of healthcare barriers.

    The research question that emerged from the literature review was: What is the effect of telehealth mental health interventions on long term treatment outcomes for adults in a rural community? This is a research question, as it involves a very specific population, intervention, and measurable outcomes.

    **Constructive feedback on the Literature Review and Critical feedback on the Literature Review**

    While the literature review recognized that healthcare disparities exist in rural communities, it did not fully explore the role of cultural beliefs, education or income status could be a factor in telehealth participation. Incorporating these factors into the picture would give a more complete picture of barriers to mental health treatment.

    The second feedback concerns with the absence of integration of the theoretical framework. The literature review was effective in summarizing several studies, but did not clearly relate the research to a healthcare and/or behavioral theory. The Health Belief Model or the Technology Acceptance Model can be integrated to enhance the analysis, as it would explain the reason behind patients' decision to participate in telehealth services (Paganin et al., 2023).

    The third aspect of feedback relates to the restricted discussion around technology infrastructure issues. The review made brief reference to access to the internet, but did not sufficiently discuss the challenges of poor broadband connectivity for treatment continuity in rural areas. Further research and discussion of this topic could enhance the literature review, as access to technology is one of the key determinants of the effectiveness of telehealth services.

    Identify a subject for a literature review.

    The subject of the literature review is the sustained impact of mental health tele-interventions on the adults in rural communities. This topic was presented as a suggestion for future research in the journal article, and the authors were interested in studying long-term outcomes for patients and the factors that could be causing patients to not continue with telehealth counseling programs.

    The proposed topic is related to the original journal article, both of which are related to telehealth and mental health care in rural people. But the proposed topic is different as it focuses on the long-term treatment outcomes and not on short term satisfaction of the patients or the availability of treatment.

    The importance of this topic is that mental health disorders are still prevalent among millions of people and that there are fewer healthcare providers in rural areas (World Health Organization, 2022). The sustained impact of telehealth services can drive healthcare organizations to refine treatment approaches, combat health disparities, and enhance mental health support systems.

    The proposed study seeks to address the gap in the literature concerning the sustainability of telehealth mental health interventions. Future studies will be able to offer insights into treatment adherence, patient satisfaction and mental health improvements based on long-term patient outcomes.

    In the biblical Perspective, healthcare providers are expected to demonstrate care and respect in the service of others. Supporting those with mental health issues is important, as it is taught in Galatians 6:2 that believers are to “carry each other's burdens.” Expanding telehealth mental health services is consistent with the Christian values of caring, service, and care for the weak.

    **References**

    Bible, H. (1966).
    _The holy bible_. Trinitarian Bible Society.

    Paganin, G., Margheritti, S., Farhane-Medina, N. Z., Simbula, S., & Mazzetti, G. (2023, November). Health, stress and technologies: Integrating technology acceptance and health belief models for smartphone-based stress intervention. In
    _Healthcare_ (Vol. 11, No. 23, p. 3030). MDPI.
    [https://www.mdpi.com/2227-9032/11/23/3030](https://www.mdpi.com/2227-9032/11/23/3030)

    Rush, K. L., Singh, S., Seaton, C. L., Burton, L., Li, E., Jones, C., … & Janke, R. (2022). Telehealth use for enhancing the health of rural older adults: A systematic mixed studies review.
    _The Gerontologist_,
    _62_(10), e564-e577.
    [https://academic.oup.com/gerontologist/article-pdf/62/10/e564/47458480/gnab141.pdf?casa_token=PlH4tOccuYMAAAAA:8WreH_fM3hSTWrP76z-cD1ZnxKO6t7ZbE90uVdD9Oy7L49E6tHNyuvvIJJe0QJFrOlc8-uKTMisFKw](https://academic.oup.com/gerontologist/article-pdf/62/10/e564/47458480/gnab141.pdf?casa_token=PlH4tOccuYMAAAAA:8WreH_fM3hSTWrP76z-cD1ZnxKO6t7ZbE90uVdD9Oy7L49E6tHNyuvvIJJe0QJFrOlc8-uKTMisFKw)

    Witkowski, K., Dougherty, R. B., & Neely, S. R. (2024). Public perceptions of artificial intelligence in healthcare: ethical concerns and opportunities for patient-centered care.
    _BMC Medical Ethics_,
    _25_(1), 74.
    [https://link.springer.com/content/pdf/10.1186/s12910-024-01066-4.pdf](https://link.springer.com/content/pdf/10.1186/s12910-024-01066-4.pdf)

    World Health Organization. (2022). World mental health report: Transforming mental health for all. World Health Organization.
    [https://books.google.com/books?hl=en&lr=&id=lnkOEQAAQBAJ&oi=fnd&pg=PR10&dq=mental+health+disorders+are+still+prevalent+among+millions+of+people+and+that+there+are+fewer+healthcare+providers+in+rural+areas&ots=TTk4UPQs-q&sig=qpvy_EFZhMUfwTU8Y3vCtjmjYOA](https://books.google.com/books?hl=en&lr=&id=lnkOEQAAQBAJ&oi=fnd&pg=PR10&dq=mental+health+disorders+are+still+prevalent+among+millions+of+people+and+that+there+are+fewer+healthcare+providers+in+rural+areas&ots=TTk4UPQs-q&sig=qpvy_EFZhMUfwTU8Y3vCtjmjYOA)

    **## LiteratureReviewOverviewAssignmentInstructions.docx**

    **Literature Review: Overview Assignment Instructions**

    **Overview**

    The literature review is foundational to a good dissertation. In this assignment, you will create an overview document for your literature review. This assignment will serve as a roadmap for the literature review, structure, and drafts. The key components of your literature review should clarify your focused topic and lay the groundwork for your literature review.

    **Instructions**

    The use of artificial intelligence tools to generate, compose, or outsource any portion of your written work is strictly prohibited. Submitting AI‑produced or AI‑assisted writing constitutes a violation of the academic integrity expectations for this doctoral course. All submissions must reflect your own original scholarly analysis and writing.

    · Length of assignment: 3-5 pages. The title page, abstract, and reference pages are excluded from any minimum page count.

    · The assignment should be written in APA current edition format. Be sure to use the professional version for doctoral students.

    · Number of sources: Minimum 5 sources which are peer-reviewed and published within the past 5 years. Acceptable sources include peer-reviewed sources published within the last five years (current year, plus prior 4 years) and seminal works for the theoretical framework (which can be more than 5 years old). You may include older articles provided you also meet the minimum requirement for 5 peer-reviewed sources published within the past 5 years (current year plus prior 4 years). If you exclude older articles, you may miss important information.

    · The Galvan and Galvan course textbook and the Bible must also be used and cited. Biblical integration must be present.

    The
    **Literature Review:** **Overview Assignment** should include all of the following:

    · Introduction to the literature review, explaining its importance in research and its relevance to your academic field.

    · Explain the significance of your chosen topic and its relevance to your academic interests or research goals.

    · Elucidate the importance of the literature review in informing your research project and contributing to scholarly discourse in your field.

    · Objectives of your literature review, such as identifying key themes, evaluating existing research, and addressing a specific research question (singular).

    · Scope of your literature review, outlining the boundaries and limitations of your review of the literature. Clarify the timeframe, geographic focus, and disciplinary perspectives as related to your topic.

    · Key concepts and keywords relevant to your literature review topic. Explain how these will be used to search for and analyze the literature.

    · Search strategy for identifying relevant literature, including databases, search terms, and inclusion and exclusion criteria. Discuss any challenges or considerations in conducting your literature search.

    · Description of the organizational structure of the literature review, including main sections and subsections, according to themes.

    · A summary, and a conclusion outlining key points of your literature review overview, highlighting the focused topic, objectives, scope, and organizational structure.

    · A reference list in the appropriate citation style.

    Be sure to incorporate any feedback you have received from your instructor on the
    **Literature Review Topic Identification Assignment** regarding your topic selection, into this overview assignment.

    For all assignments in this course, you are expected to demonstrate progression by incorporating instructor feedback from prior assignments in this course.

    Note:
    Your assignment will be checked for originality via the Turnitin plagiarism tool.

    At this stage in your doctoral journey, and specifically for this course, do not use the following or any secondary sources in your reference list: systematic reviews, integrative reviews, scoping reviews, and meta‑analyses. These are secondary sources, and citing them is essentially the same as citing a review of other studies, rather than the original research.

    For your assignments, you must rely on primary, peer‑reviewed research articles. Primary sources report original data, methods, and findings, and these are essential for developing the critical research skills needed at the doctoral level. You may read systematic reviews and other secondary sources to help you understand your topic more broadly. However, if you come across useful studies within those reviews, locate and cite the original (primary) research articles from the reference lists rather than citing the review itself.

    At this stage in your doctoral journey, you are in the coursework phase. Coursework prepares you for the dissertation phase, but it is not a substitute for the work required once you begin your dissertation. When you enter the dissertation phase, you will follow the direction and expectations of your Dissertation Chair. For now, please complete all assignments according to the requirements of this course, knowing that dissertation‑level guidance will come later from the Chair of your dissertation committee.

    **## LiteratureReviewTopicIdentification.docx**

    2

    **Literature Review Topic Identification**

    Jameire Jordan

    Liberty University

    May 21, 2026

    **Literature Review Topic Identification**

    **Topic Relevance to Health Sciences and Cognate**

    The topic for this literature review will be the effect of telehealth intervention on mental health outcomes for the rural population. This topic is strongly connected to the health sciences in that mental health services are an integral part of healthcare and public health practice. Telehealth has played a vital role in expanding access to health services, particularly for those populations who are underserved and face challenges in accessing services including geographic isolation, provider shortages, and transportation issues. Using telehealth technologies in mental health care has a direct impact on patient outcomes, delivery of healthcare quality, and accessibility to healthcare.

    This topic is also connected to the cognate area of healthcare administration since healthcare leaders and administrators are critical in the implementation of telehealth systems, creation of healthcare policies, and management of healthcare resources. Administrators must be able to make sure that telehealth programs are effective, available and legal in the healthcare context. To inform healthcare administrators about the impact of telehealth on mental health outcomes can help them make informed decisions about resource allocation, staffing, etc., and expand services in rural healthcare settings.

    The journal article chosen for this assignment was a peer-reviewed article that studied the effectiveness of telehealth counseling services for adults in rural areas (Rush et al., 2022). The study consisted of introduction, literature review, research methods, results, discussion and conclusions. The article highlighted a need for further research on long-term patient outcomes and patient satisfaction with mental health telehealth.

    **Gap in the Literature**

    The literature review revealed that there were few long-term studies that focused on the effectiveness of telehealth mental health interventions for rural populations. Although previous research has shown that telehealth can enhance access to counselling and therapy services in the short term, little research exists on how long telehealth services affect patient recovery, treatment adherence, and quality of life.

    Most studies in the past were narrow in scope to address only short-term effects or small patient populations. Consequently, it is not yet fully known if there are lasting benefits from these mental health programs over the long-term. This is why future research is needed to explore the long-term impacts of telehealth services with different rural populations.

    The literature review helped to shape the researchable gap in two significant ways. First, the literature review confirmed that in recent years, there is a growing trend of telehealth. The review did uncover some inconsistencies in findings regarding patient engagement and continued treatment, however. Several studies found high levels of satisfaction, and others indicated a lack of personal relationships between providers and patients or technology issues were responsible for patients dropping out of treatment (Witkowski et al., 2024). These discrepancies underscored the need for additional research to explore the long-term effectiveness of mental health THTs.

    Second, the literature review revealed that there were existing gaps in diversity in previous studies. Numerous studies have concentrated on urban communities or healthcare services in general, but not specifically on the mental health patients in rural areas. This restriction helped to develop the research question, as it was important to investigate how telehealth impacts on individuals who reside in rural areas and may have a different set of healthcare barriers.

    The research question that emerged from the literature review was: What is the effect of telehealth mental health interventions on long term treatment outcomes for adults in a rural community? This is a research question, as it involves a very specific population, intervention, and measurable outcomes.

    **Constructive feedback on the Literature Review and Critical feedback on the Literature Review**

    While the literature review recognized that healthcare disparities exist in rural communities, it did not fully explore the role of cultural beliefs, education or income status could be a factor in telehealth participation. Incorporating these factors into the picture would give a more complete picture of barriers to mental health treatment.

    The second feedback concerns with the absence of integration of the theoretical framework. The literature review was effective in summarizing several studies, but did not clearly relate the research to a healthcare and/or behavioral theory. The Health Belief Model or the Technology Acceptance Model can be integrated to enhance the analysis, as it would explain the reason behind patients' decision to participate in telehealth services (Paganin et al., 2023).

    The third aspect of feedback relates to the restricted discussion around technology infrastructure issues. The review made brief reference to access to the internet, but did not sufficiently discuss the challenges of poor broadband connectivity for treatment continuity in rural areas. Further research and discussion of this topic could enhance the literature review, as access to technology is one of the key determinants of the effectiveness of telehealth services.

    Identify a subject for a literature review.

    The subject of the literature review is the sustained impact of mental health tele-interventions on the adults in rural communities. This topic was presented as a suggestion for future research in the journal article, and the authors were interested in studying long-term outcomes for patients and the factors that could be causing patients to not continue with telehealth counseling programs.

    The proposed topic is related to the original journal article, both of which are related to telehealth and mental health care in rural people. But the proposed topic is different as it focuses on the long-term treatment outcomes and not on short term satisfaction of the patients or the availability of treatment.

    The importance of this topic is that mental health disorders are still prevalent among millions of people and that there are fewer healthcare providers in rural areas (World Health Organization, 2022). The sustained impact of telehealth services can drive healthcare organizations to refine treatment approaches, combat health disparities, and enhance mental health support systems.

    The proposed study seeks to address the gap in the literature concerning the sustainability of telehealth mental health interventions. Future studies will be able to offer insights into treatment adherence, patient satisfaction and mental health improvements based on long-term patient outcomes.

    In the biblical Perspective, healthcare providers are expected to demonstrate care and respect in the service of others. Supporting those with mental health issues is important, as it is taught in Galatians 6:2 that believers are to “carry each other's burdens.” Expanding telehealth mental health services is consistent with the Christian values of caring, service, and care for the weak.

    **References**

    Bible, H. (1966).
    _The holy bible_. Trinitarian Bible Society.

    Paganin, G., Margheritti, S., Farhane-Medina, N. Z., Simbula, S., & Mazzetti, G. (2023, November). Health, stress and technologies: Integrating technology acceptance and health belief models for smartphone-based stress intervention. In
    _Healthcare_ (Vol. 11, No. 23, p. 3030). MDPI.
    [https://www.mdpi.com/2227-9032/11/23/3030](https://www.mdpi.com/2227-9032/11/23/3030)

    Rush, K. L., Singh, S., Seaton, C. L., Burton, L., Li, E., Jones, C., … & Janke, R. (2022). Telehealth use for enhancing the health of rural older adults: A systematic mixed studies review.
    _The Gerontologist_,
    _62_(10), e564-e577.
    [https://academic.oup.com/gerontologist/article-pdf/62/10/e564/47458480/gnab141.pdf?casa_token=PlH4tOccuYMAAAAA:8WreH_fM3hSTWrP76z-cD1ZnxKO6t7ZbE90uVdD9Oy7L49E6tHNyuvvIJJe0QJFrOlc8-uKTMisFKw](https://academic.oup.com/gerontologist/article-pdf/62/10/e564/47458480/gnab141.pdf?casa_token=PlH4tOccuYMAAAAA:8WreH_fM3hSTWrP76z-cD1ZnxKO6t7ZbE90uVdD9Oy7L49E6tHNyuvvIJJe0QJFrOlc8-uKTMisFKw)

    Witkowski, K., Dougherty, R. B., & Neely, S. R. (2024). Public perceptions of artificial intelligence in healthcare: ethical concerns and opportunities for patient-centered care.
    _BMC Medical Ethics_,
    _25_(1), 74.
    [https://link.springer.com/content/pdf/10.1186/s12910-024-01066-4.pdf](https://link.springer.com/content/pdf/10.1186/s12910-024-01066-4.pdf)

    World Health Organization. (2022). World mental health report: Transforming mental health for all. World Health Organization.
    [https://books.google.com/books?hl=en&lr=&id=lnkOEQAAQBAJ&oi=fnd&pg=PR10&dq=mental+health+disorders+are+still+prevalent+among+millions+of+people+and+that+there+are+fewer+healthcare+providers+in+rural+areas&ots=TTk4UPQs-q&sig=qpvy_EFZhMUfwTU8Y3vCtjmjYOA](https://books.google.com/books?hl=en&lr=&id=lnkOEQAAQBAJ&oi=fnd&pg=PR10&dq=mental+health+disorders+are+still+prevalent+among+millions+of+people+and+that+there+are+fewer+healthcare+providers+in+rural+areas&ots=TTk4UPQs-q&sig=qpvy_EFZhMUfwTU8Y3vCtjmjYOA)

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    **## ProjectPart2_Template.docx**

    _EDUC 802: Teaching in Higher Education_

    ## Project Part 2: Learning Outcomes

    **Student Name**:

    **Instructor Name**:

    **Course Section**:

    **Date**:

    _Use the template below to create your learning outcomes._

    ### Course-Level Outcome

    [Use this space to write one CLO for your unit of instruction.]

    #### Justification of Course-Level Outcome

    [Use this space to write the justification of your selected CLO.]

    ### Module Development and Selection

    [Use this space to outline the modules you plan to cover in your instruction (at least 3). Consider using outline-style numbering to structure this list.]

    #### Justification of Module Development and Selection

    [Use this space to justify why you selected each module.]

    ### Module-Level Outcomes

    [Use this space to write at least 4 MLOs for your unit of instruction.]

    #### Justification of Module-Level Outcomes

    [Use this space to write the justification of your selected MLOs.]

    **## ProjectPart2.docx**

    Project Part 2: Plan Your Lesson – Learning Goals and Outcomes Due May 31

    Purpose

    This assignment is intended to help you learn to create an instructional unit that incorporates appropriate learning goals and outcomes for a collegiate-level course or adult learners.

    Overview

    Now that you have selected the project topic, it is time to consider how you will develop a lesson plan for your unit of instruction. There are many steps to be considered as you start the journey. Let’s start by determining the learning goals and outcomes for your lesson plan.

    In this assignment, you will learn how to write overarching learning goals and measurable and meaningful learning outcomes for your unit of instruction. You will complete this assignment by downloading and completing the
    [Project Part 2 Template.](https://franklin.instructure.com/courses/26965/files/4500059?wrap=1)

    Action Items

    1. Review Chapter 10 in Margolis et al. (2022):
    [Bloom’s Taxonomy.Links to an external site.](https://openoregon.pressbooks.pub/educationallearningtheories3rd/chapter/chapter-10-blooms-taxonomy-2/)

    2. Download the Project Part 2 Template. Using the template:

    · Write
    **one** course-level outcome (CLO) for your unit of instruction. Justify your reasoning for selecting this CLO.

    · Determine the number of modules you plan to cover in your unit of instruction to achieve the CLO. Plan for
    **at least** **three** different modules. Note: In the interest of time and scope, you will not need to fully develop all learning activities for each module. Justify your reasoning for selecting these modules.

    · Develop
    **four** module-level outcomes (MLOs) for a single module that align to your CLO. Justify your reasoning for selecting these MLOs.

    3. By the due date indicated, upload your work.

    My Topic
    **AI Integration in Human Resources Management**

    **Who is your target audience? Specifically identifying the target audience will help you maintain clarity throughout the project's development.**

    :

    **## ProjectPart2_LearningOutcomesOverview.pdf**

    Learning Outcomes Overview

    Every unit of instruction or training activity begins with a learning goal. This goal can be broken down further into

    specific or sub-level goals, which will be called learning outcomes. Learning outcomes are concise statements

    about what students will be able to do when they complete instruction. Sometimes, you might see the phrase

    learning objectives used instead.

    Why do we start with learning goals and outcomes? Because they will guide the learners to see the big picture of

    what they need to learn (learning goal) and how to achieve the learning goals through each smaller step (learning

    outcomes or learning objectives).

    The philosopher Seneca once said, "If one does not know to which port one is sailing, no wind is favorable." When

    you know where you are headed, you can more easily get there. Well -defined and articulated learning objectives

    are important because they:

    • Provide students with a clear purpose to focus their learning efforts.

    • Direct your choice of instructional activities.

    • Guide your assessment strategies.

    Lea rni ng Goa l s Vs . Lea rni ng Outc omes

    What are the differences between a learning goal and a learning outcome?

    Learning goals are overarching goals that state what you hope to accomplish in your course. The overall goals do

    not necessarily result in products of observable and measurable behavior.

    For example, a learning goal for a Cybersecurity 101 course would be:

    • Develop fundamental knowledge of cybersecurity.

    As you can see, this learning goal is very general and doesn’t provide specific details or instructions about what

    fundamental knowledge needs to be learned or how the learner will gain that knowledge. This is where learning

    outcomes, or learning objectives, are needed to guide learners by providing more detailed instructions and

    guidance. Learning outcomes are brief, clear statements about what students will be able to do when they

    complete instruction.

    For example, continuing with the Cybersecurity 101 example, one learning outcome would be:

    • Explain basic cybersecurity concepts such as threat actors, threats, vulnerabilities, attacks, and CIA.

    Can you identify the difference between the learning goal and the learning outcome for the Cybersecurity 101

    course? The learning outcome is one step closer (understand the basic cybersecurity concepts) towards the

    learning goal (fundamental knowledge of cybersecurity).

    Cours e-, Modul e-, a nd As s i gnment-Level Outc omes

    Let’s go further to explore the hierarchical relationship of learning goals and learning outcomes.

    The graphic below il lustrates the relationship among course-, module-, and assignment-level learning outcomes. In

    most cases, learning goals are also your course-level learning outcomes. When you design a training, the

    hierarchical level of learning outcomes stil l applies.

    Pra c ti c a l Exa mpl e: EDUC 802

    Let’s use this course, EDUC 802, as an example to i l lustrate this hierarchical relationship of the different types of

    learning outcomes. The course-level outcomes (CLOs) for this course are:

    • Compare and contrast various learning theories and design model s.

    • Create an instructional unit incorporating appropriate learning technologies and instructional strategies.

    • Evaluate students’ learning by using proper assessment strategies.

    • Develop a personal philosophy of teaching and learning in higher education.

    The course is split into 8 different modules, whose goal is to cover each CLO in detail. Let’s look at the module-level

    outcomes (MLOs) for Module 2:

    • Explain the elements of behaviorism.

    • Identify the stages of cognitive development.

    • Identify the theories of multiple intell igence.

    • Differentiate between experiential learning theory and social cognitive theory.

    • Create learning outcomes using Bloom’s Taxonomy.

    • Correlate learning theories with instructional design principles.

    And, finally, the assignment-level outcome (ALO) for this assignment (l isted above in the Purpose):

    • Create an instructional unit that incorporates appropriate learning goals and outcomes for a collegiate-

    level course or adult learners.

    Can you see which CLOs and MLOs are bei ng met by the ALO?

    You will need to create a l inear course structure, such as described above, so that you are confident that all your

    CLOs will be measured in specific MLOs, and those, in turn, can be measured in specific ALOs. If you are going to

    design a training course, you can apply the same hierarchical levels of outcomes in your design.

    – Learning Outcomes Overview
    – Learning Goals Vs. Learning Outcomes
    – Course-, Module-, and Assignment-Level Outcomes
    – Practical Example: EDUC 802

    **## ProjectPart2_LearningOutcomesOverview.pdf**

    Learning Outcomes Overview

    Every unit of instruction or training activity begins with a learning goal. This goal can be broken down further into

    specific or sub-level goals, which will be called learning outcomes. Learning outcomes are concise statements

    about what students will be able to do when they complete instruction. Sometimes, you might see the phrase

    learning objectives used instead.

    Why do we start with learning goals and outcomes? Because they will guide the learners to see the big picture of

    what they need to learn (learning goal) and how to achieve the learning goals through each smaller step (learning

    outcomes or learning objectives).

    The philosopher Seneca once said, "If one does not know to which port one is sailing, no wind is favorable." When

    you know where you are headed, you can more easily get there. Well -defined and articulated learning objectives

    are important because they:

    • Provide students with a clear purpose to focus their learning efforts.

    • Direct your choice of instructional activities.

    • Guide your assessment strategies.

    Lea rni ng Goa l s Vs . Lea rni ng Outc omes

    What are the differences between a learning goal and a learning outcome?

    Learning goals are overarching goals that state what you hope to accomplish in your course. The overall goals do

    not necessarily result in products of observable and measurable behavior.

    For example, a learning goal for a Cybersecurity 101 course would be:

    • Develop fundamental knowledge of cybersecurity.

    As you can see, this learning goal is very general and doesn’t provide specific details or instructions about what

    fundamental knowledge needs to be learned or how the learner will gain that knowledge. This is where learning

    outcomes, or learning objectives, are needed to guide learners by providing more detailed instructions and

    guidance. Learning outcomes are brief, clear statements about what students will be able to do when they

    complete instruction.

    For example, continuing with the Cybersecurity 101 example, one learning outcome would be:

    • Explain basic cybersecurity concepts such as threat actors, threats, vulnerabilities, attacks, and CIA.

    Can you identify the difference between the learning goal and the learning outcome for the Cybersecurity 101

    course? The learning outcome is one step closer (understand the basic cybersecurity concepts) towards the

    learning goal (fundamental knowledge of cybersecurity).

    Cours e-, Modul e-, a nd As s i gnment-Level Outc omes

    Let’s go further to explore the hierarchical relationship of learning goals and learning outcomes.

    The graphic below il lustrates the relationship among course-, module-, and assignment-level learning outcomes. In

    most cases, learning goals are also your course-level learning outcomes. When you design a training, the

    hierarchical level of learning outcomes stil l applies.

    Pra c ti c a l Exa mpl e: EDUC 802

    Let’s use this course, EDUC 802, as an example to i l lustrate this hierarchical relationship of the different types of

    learning outcomes. The course-level outcomes (CLOs) for this course are:

    • Compare and contrast various learning theories and design model s.

    • Create an instructional unit incorporating appropriate learning technologies and instructional strategies.

    • Evaluate students’ learning by using proper assessment strategies.

    • Develop a personal philosophy of teaching and learning in higher education.

    The course is split into 8 different modules, whose goal is to cover each CLO in detail. Let’s look at the module-level

    outcomes (MLOs) for Module 2:

    • Explain the elements of behaviorism.

    • Identify the stages of cognitive development.

    • Identify the theories of multiple intell igence.

    • Differentiate between experiential learning theory and social cognitive theory.

    • Create learning outcomes using Bloom’s Taxonomy.

    • Correlate learning theories with instructional design principles.

    And, finally, the assignment-level outcome (ALO) for this assignment (l isted above in the Purpose):

    • Create an instructional unit that incorporates appropriate learning goals and outcomes for a collegiate-

    level course or adult learners.

    Can you see which CLOs and MLOs are bei ng met by the ALO?

    You will need to create a l inear course structure, such as described above, so that you are confident that all your

    CLOs will be measured in specific MLOs, and those, in turn, can be measured in specific ALOs. If you are going to

    design a training course, you can apply the same hierarchical levels of outcomes in your design.

    – Learning Outcomes Overview
    – Learning Goals Vs. Learning Outcomes
    – Course-, Module-, and Assignment-Level Outcomes
    – Practical Example: EDUC 802

    **## ProjectPart2_Template.docx**

    _EDUC 802: Teaching in Higher Education_

    ## Project Part 2: Learning Outcomes

    **Student Name**:

    **Instructor Name**:

    **Course Section**:

    **Date**:

    _Use the template below to create your learning outcomes._

    ### Course-Level Outcome

    [Use this space to write one CLO for your unit of instruction.]

    #### Justification of Course-Level Outcome

    [Use this space to write the justification of your selected CLO.]

    ### Module Development and Selection

    [Use this space to outline the modules you plan to cover in your instruction (at least 3). Consider using outline-style numbering to structure this list.]

    #### Justification of Module Development and Selection

    [Use this space to justify why you selected each module.]

    ### Module-Level Outcomes

    [Use this space to write at least 4 MLOs for your unit of instruction.]

    #### Justification of Module-Level Outcomes

    [Use this space to write the justification of your selected MLOs.]

    **## ProjectPart2.docx**

    Project Part 2: Plan Your Lesson – Learning Goals and Outcomes Due May 31

    Purpose

    This assignment is intended to help you learn to create an instructional unit that incorporates appropriate learning goals and outcomes for a collegiate-level course or adult learners.

    Overview

    Now that you have selected the project topic, it is time to consider how you will develop a lesson plan for your unit of instruction. There are many steps to be considered as you start the journey. Let’s start by determining the learning goals and outcomes for your lesson plan.

    In this assignment, you will learn how to write overarching learning goals and measurable and meaningful learning outcomes for your unit of instruction. You will complete this assignment by downloading and completing the
    [Project Part 2 Template.](https://franklin.instructure.com/courses/26965/files/4500059?wrap=1)

    Action Items

    1. Review Chapter 10 in Margolis et al. (2022):
    [Bloom’s Taxonomy.Links to an external site.](https://openoregon.pressbooks.pub/educationallearningtheories3rd/chapter/chapter-10-blooms-taxonomy-2/)

    2. Download the Project Part 2 Template. Using the template:

    · Write
    **one** course-level outcome (CLO) for your unit of instruction. Justify your reasoning for selecting this CLO.

    · Determine the number of modules you plan to cover in your unit of instruction to achieve the CLO. Plan for
    **at least** **three** different modules. Note: In the interest of time and scope, you will not need to fully develop all learning activities for each module. Justify your reasoning for selecting these modules.

    · Develop
    **four** module-level outcomes (MLOs) for a single module that align to your CLO. Justify your reasoning for selecting these MLOs.

    3. By the due date indicated, upload your work.

    My Topic
    **AI Integration in Human Resources Management**

    **Who is your target audience? Specifically identifying the target audience will help you maintain clarity throughout the project's development.**

    :

    **## ProjectPart2_LearningOutcomesOverview.pdf**

    Learning Outcomes Overview

    Every unit of instruction or training activity begins with a learning goal. This goal can be broken down further into

    specific or sub-level goals, which will be called learning outcomes. Learning outcomes are concise statements

    about what students will be able to do when they complete instruction. Sometimes, you might see the phrase

    learning objectives used instead.

    Why do we start with learning goals and outcomes? Because they will guide the learners to see the big picture of

    what they need to learn (learning goal) and how to achieve the learning goals through each smaller step (learning

    outcomes or learning objectives).

    The philosopher Seneca once said, "If one does not know to which port one is sailing, no wind is favorable." When

    you know where you are headed, you can more easily get there. Well -defined and articulated learning objectives

    are important because they:

    • Provide students with a clear purpose to focus their learning efforts.

    • Direct your choice of instructional activities.

    • Guide your assessment strategies.

    Lea rni ng Goa l s Vs . Lea rni ng Outc omes

    What are the differences between a learning goal and a learning outcome?

    Learning goals are overarching goals that state what you hope to accomplish in your course. The overall goals do

    not necessarily result in products of observable and measurable behavior.

    For example, a learning goal for a Cybersecurity 101 course would be:

    • Develop fundamental knowledge of cybersecurity.

    As you can see, this learning goal is very general and doesn’t provide specific details or instructions about what

    fundamental knowledge needs to be learned or how the learner will gain that knowledge. This is where learning

    outcomes, or learning objectives, are needed to guide learners by providing more detailed instructions and

    guidance. Learning outcomes are brief, clear statements about what students will be able to do when they

    complete instruction.

    For example, continuing with the Cybersecurity 101 example, one learning outcome would be:

    • Explain basic cybersecurity concepts such as threat actors, threats, vulnerabilities, attacks, and CIA.

    Can you identify the difference between the learning goal and the learning outcome for the Cybersecurity 101

    course? The learning outcome is one step closer (understand the basic cybersecurity concepts) towards the

    learning goal (fundamental knowledge of cybersecurity).

    Cours e-, Modul e-, a nd As s i gnment-Level Outc omes

    Let’s go further to explore the hierarchical relationship of learning goals and learning outcomes.

    The graphic below il lustrates the relationship among course-, module-, and assignment-level learning outcomes. In

    most cases, learning goals are also your course-level learning outcomes. When you design a training, the

    hierarchical level of learning outcomes stil l applies.

    Pra c ti c a l Exa mpl e: EDUC 802

    Let’s use this course, EDUC 802, as an example to i l lustrate this hierarchical relationship of the different types of

    learning outcomes. The course-level outcomes (CLOs) for this course are:

    • Compare and contrast various learning theories and design model s.

    • Create an instructional unit incorporating appropriate learning technologies and instructional strategies.

    • Evaluate students’ learning by using proper assessment strategies.

    • Develop a personal philosophy of teaching and learning in higher education.

    The course is split into 8 different modules, whose goal is to cover each CLO in detail. Let’s look at the module-level

    outcomes (MLOs) for Module 2:

    • Explain the elements of behaviorism.

    • Identify the stages of cognitive development.

    • Identify the theories of multiple intell igence.

    • Differentiate between experiential learning theory and social cognitive theory.

    • Create learning outcomes using Bloom’s Taxonomy.

    • Correlate learning theories with instructional design principles.

    And, finally, the assignment-level outcome (ALO) for this assignment (l isted above in the Purpose):

    • Create an instructional unit that incorporates appropriate learning goals and outcomes for a collegiate-

    level course or adult learners.

    Can you see which CLOs and MLOs are bei ng met by the ALO?

    You will need to create a l inear course structure, such as described above, so that you are confident that all your

    CLOs will be measured in specific MLOs, and those, in turn, can be measured in specific ALOs. If you are going to

    design a training course, you can apply the same hierarchical levels of outcomes in your design.

    – Learning Outcomes Overview
    – Learning Goals Vs. Learning Outcomes
    – Course-, Module-, and Assignment-Level Outcomes
    – Practical Example: EDUC 802

    **## ProjectPart2_Template.docx**

    _EDUC 802: Teaching in Higher Education_

    ## Project Part 2: Learning Outcomes

    **Student Name**:

    **Instructor Name**:

    **Course Section**:

    **Date**:

    _Use the template below to create your learning outcomes._

    ### Course-Level Outcome

    [Use this space to write one CLO for your unit of instruction.]

    #### Justification of Course-Level Outcome

    [Use this space to write the justification of your selected CLO.]

    ### Module Development and Selection

    [Use this space to outline the modules you plan to cover in your instruction (at least 3). Consider using outline-style numbering to structure this list.]

    #### Justification of Module Development and Selection

    [Use this space to justify why you selected each module.]

    ### Module-Level Outcomes

    [Use this space to write at least 4 MLOs for your unit of instruction.]

    #### Justification of Module-Level Outcomes

    [Use this space to write the justification of your selected MLOs.]

    **## ProjectPart2.docx**

    Project Part 2: Plan Your Lesson – Learning Goals and Outcomes Due May 31

    Purpose

    This assignment is intended to help you learn to create an instructional unit that incorporates appropriate learning goals and outcomes for a collegiate-level course or adult learners.

    Overview

    Now that you have selected the project topic, it is time to consider how you will develop a lesson plan for your unit of instruction. There are many steps to be considered as you start the journey. Let’s start by determining the learning goals and outcomes for your lesson plan.

    In this assignment, you will learn how to write overarching learning goals and measurable and meaningful learning outcomes for your unit of instruction. You will complete this assignment by downloading and completing the
    [Project Part 2 Template.](https://franklin.instructure.com/courses/26965/files/4500059?wrap=1)

    Action Items

    1. Review Chapter 10 in Margolis et al. (2022):
    [Bloom’s Taxonomy.Links to an external site.](https://openoregon.pressbooks.pub/educationallearningtheories3rd/chapter/chapter-10-blooms-taxonomy-2/)

    2. Download the Project Part 2 Template. Using the template:

    · Write
    **one** course-level outcome (CLO) for your unit of instruction. Justify your reasoning for selecting this CLO.

    · Determine the number of modules you plan to cover in your unit of instruction to achieve the CLO. Plan for
    **at least** **three** different modules. Note: In the interest of time and scope, you will not need to fully develop all learning activities for each module. Justify your reasoning for selecting these modules.

    · Develop
    **four** module-level outcomes (MLOs) for a single module that align to your CLO. Justify your reasoning for selecting these MLOs.

    3. By the due date indicated, upload your work.

    My Topic
    **AI Integration in Human Resources Management**

    **Who is your target audience? Specifically identifying the target audience will help you maintain clarity throughout the project's development.**

    :

    **## ProjectPart2_LearningOutcomesOverview.pdf**

    Learning Outcomes Overview

    Every unit of instruction or training activity begins with a learning goal. This goal can be broken down further into

    specific or sub-level goals, which will be called learning outcomes. Learning outcomes are concise statements

    about what students will be able to do when they complete instruction. Sometimes, you might see the phrase

    learning objectives used instead.

    Why do we start with learning goals and outcomes? Because they will guide the learners to see the big picture of

    what they need to learn (learning goal) and how to achieve the learning goals through each smaller step (learning

    outcomes or learning objectives).

    The philosopher Seneca once said, "If one does not know to which port one is sailing, no wind is favorable." When

    you know where you are headed, you can more easily get there. Well -defined and articulated learning objectives

    are important because they:

    • Provide students with a clear purpose to focus their learning efforts.

    • Direct your choice of instructional activities.

    • Guide your assessment strategies.

    Lea rni ng Goa l s Vs . Lea rni ng Outc omes

    What are the differences between a learning goal and a learning outcome?

    Learning goals are overarching goals that state what you hope to accomplish in your course. The overall goals do

    not necessarily result in products of observable and measurable behavior.

    For example, a learning goal for a Cybersecurity 101 course would be:

    • Develop fundamental knowledge of cybersecurity.

    As you can see, this learning goal is very general and doesn’t provide specific details or instructions about what

    fundamental knowledge needs to be learned or how the learner will gain that knowledge. This is where learning

    outcomes, or learning objectives, are needed to guide learners by providing more detailed instructions and

    guidance. Learning outcomes are brief, clear statements about what students will be able to do when they

    complete instruction.

    For example, continuing with the Cybersecurity 101 example, one learning outcome would be:

    • Explain basic cybersecurity concepts such as threat actors, threats, vulnerabilities, attacks, and CIA.

    Can you identify the difference between the learning goal and the learning outcome for the Cybersecurity 101

    course? The learning outcome is one step closer (understand the basic cybersecurity concepts) towards the

    learning goal (fundamental knowledge of cybersecurity).

    Cours e-, Modul e-, a nd As s i gnment-Level Outc omes

    Let’s go further to explore the hierarchical relationship of learning goals and learning outcomes.

    The graphic below il lustrates the relationship among course-, module-, and assignment-level learning outcomes. In

    most cases, learning goals are also your course-level learning outcomes. When you design a training, the

    hierarchical level of learning outcomes stil l applies.

    Pra c ti c a l Exa mpl e: EDUC 802

    Let’s use this course, EDUC 802, as an example to i l lustrate this hierarchical relationship of the different types of

    learning outcomes. The course-level outcomes (CLOs) for this course are:

    • Compare and contrast various learning theories and design model s.

    • Create an instructional unit incorporating appropriate learning technologies and instructional strategies.

    • Evaluate students’ learning by using proper assessment strategies.

    • Develop a personal philosophy of teaching and learning in higher education.

    The course is split into 8 different modules, whose goal is to cover each CLO in detail. Let’s look at the module-level

    outcomes (MLOs) for Module 2:

    • Explain the elements of behaviorism.

    • Identify the stages of cognitive development.

    • Identify the theories of multiple intell igence.

    • Differentiate between experiential learning theory and social cognitive theory.

    • Create learning outcomes using Bloom’s Taxonomy.

    • Correlate learning theories with instructional design principles.

    And, finally, the assignment-level outcome (ALO) for this assignment (l isted above in the Purpose):

    • Create an instructional unit that incorporates appropriate learning goals and outcomes for a collegiate-

    level course or adult learners.

    Can you see which CLOs and MLOs are bei ng met by the ALO?

    You will need to create a l inear course structure, such as described above, so that you are confident that all your

    CLOs will be measured in specific MLOs, and those, in turn, can be measured in specific ALOs. If you are going to

    design a training course, you can apply the same hierarchical levels of outcomes in your design.

    – Learning Outcomes Overview
    – Learning Goals Vs. Learning Outcomes
    – Course-, Module-, and Assignment-Level Outcomes
    – Practical Example: EDUC 802

  • [Solved] terrance

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    answer in your own words as adult college learner , a father of 2 adult daughters and a full time employee of the us coast guard for the last 20 plus years. do not use any ai words or phrases Overview & Purpose Traditional museum labels often strip looted artifacts of their rich historical, spiritua…

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    Assignment Prompt & Instructions

    answer in your own words as adult college learner , a father of 2 adult daughters and a full time employee of the us coast guard for the last 20 plus years. do not use any ai words or phrases Overview & Purpose Traditional museum labels often strip looted artifacts of their rich historical, spiritual, and political context, reducing them to mere aesthetic "art objects" with vague descriptions like "Brass Plaque, 16th Century." Reading the archive requires us to challenge these omissions.  In this assignment, you will step into the role of a digital historian and curator. Your task is to rewrite the narrative for three specific Benin artifacts by drafting new "exhibit cards" that restore their original context and transparently acknowledge their provenance. This assignment will hone your ability to synthesize historical data for a public audience and practice decolonial approaches to digital humanities. Part 1: The Curation (Drafting Your Exhibit Cards)  Step 1: Explore the Archive  Visit the Digital Benin Links to an external site. platform. Spend some time navigating the global catalog of artifacts dispersed during the 1897 expedition.  Step 2: Select Your Artifacts  Choose three distinct artifacts. Try to select items with different original functions (e.g., a memorial head, an architectural plaque, and a ritualistic ivory object) or items currently held in different types of global institutions.  Step 3: Draft the Exhibit Cards  For each of the three artifacts, write a comprehensive, public-facing curatorial label (approximately 250–300 words per artifact).   At the top of the assignment, you should write "I affirm that this assignment is my own work and that all sources used are properly acknowledged. I did not use generative AI to complete this assignment."  Each Exhibit Card MUST include the following components:      Metadata Header: Title of the object, material, estimated date of creation, and its current holding institution.      Visual Component: Include an image of the artifact or a direct hyperlink to its specific page on the Digital Benin catalog.      Original Context & Function: What was this object used for in the Kingdom of Benin? Was it a historical record, a spiritual conduit, or a symbol of royal authority? (You must draw on Kathryn Wysocki Gunsch’s text to support your claims).      Provenance: Briefly trace the artifact's journey. How did it move from Benin City in 1897 to its current display case?      Decolonial Reframing: In 1-2 sentences at the end of the card, explicitly explain how your new label corrects or expands upon the traditional, Westernized narrative of this artifact.  Submission for Part 1: Submit your drafted exhibit cards here by Sunday at 11:59 pm local time.  Part 2: The Peer Review Process  Writing for the public requires clarity, and the best way to test clarity is through peer feedback. You are required to review the exhibit cards of one of your classmates.  Note: Please do not simply reply with "Great job!" or "I liked your artifacts." Your goal is to help your peers strengthen their historical synthesis and public-facing writing.  Peer Review Instructions: Read through your classmate's three exhibit cards and post a structured reply (approx. 150-200 words) addressing the following three prompts:      The Decolonial Shift: Look at their "Decolonial Reframing" sentences. Are they effectively challenging the traditional/European narrative? Suggest one specific way they could make their argument stronger or sharper.      Evidence & Integration: Did they successfully integrate concepts from the course so far into their description of the artifact's original function? Point out where the connection is strong, or suggest where they might need to add more historical detail.      Public Audience Tone: Does the writing feel appropriate for a museum context? Is the formatting clear and easy to read? Point out any areas where the language gets too dense or where the formatting could be improved for readability.

  • [Solved] WK750

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    see attached **files (3)** – ## ResearchDesignProject-QuantitativePre-MatrixGradingRubric.pdf – ResearchDesignProjectQuantitativePreMatrixAssignmentInstructions.docx – ResearchDesignProjectQuantitativePreMatrixTemplate.docx **## ResearchDesignProject-QuantitativePre-MatrixGradingRubric.pdf** Criteri…

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    Assignment Prompt & Instructions

    see attached

    **files (3)**

    – ## ResearchDesignProject-QuantitativePre-MatrixGradingRubric.pdf

    – ResearchDesignProjectQuantitativePreMatrixAssignmentInstructions.docx
    – ResearchDesignProjectQuantitativePreMatrixTemplate.docx

    **## ResearchDesignProject-QuantitativePre-MatrixGradingRubric.pdf**

    Criteria Ratings Points

    Content:
    Quantitative
    Research
    Article Basic

    25 to >22 pts

    Advanced

    Correctly identified a
    study with a basic
    research design that
    used quantitative
    methods only. Gave
    clear, concise, and
    detailed rationale for
    how it is known that the
    study used a basic or
    applied research
    design supported with
    page/paragraph from
    article. Correctly
    identified specific
    quantitative research
    design
    (non-experimental,
    quasi-experimental, or
    true experimental)
    providing clear,
    concise, and detailed
    support for how this is
    known (including
    page/paragraph) from
    both article and
    textbook. Provided full
    article reference with
    hyperlink and both
    narrative and
    parenthetical in-text
    citations.

    22 to >20 pts

    Proficient

    Correctly identified a
    study with a basic
    design that used
    quantitative methods
    only. Supported
    rationale for how it is
    known that the study
    used a basic or
    applied research
    design including
    page/paragraph from
    article. Correctly
    identified specific
    quantitative research
    design
    (non-experimental,
    quasi-experimental,
    or true experimental)
    providing support for
    how this is known
    (including
    page/paragraph) from
    both article and
    textbook. Provided
    full article reference
    with hyperlink and
    both narrative and
    parenthetical in-text
    citations.

    20 to >0 pts

    Developing

    Incorrectly identified study
    as using a basic research
    design that used
    quantitative methods only
    when it actually used an
    applied one. Rationale for
    how it is known that the
    study used a basic
    research or applied design
    is not included and/or is not
    clear and/or does not
    include page/paragraph
    from article. Does not
    correctly identify
    quantitative research
    design (non-experimental,
    quasi-experimental, or true
    experimental) and/or does
    not provide support for how
    this is known (including
    page/paragraph) from both
    article and textbook. Is
    missing or gives incomplete
    information for one or more
    of the following: article
    reference with hyperlink,
    narrative, and/or
    parenthetical in-text
    citations.

    0 pts

    Not
    Present

    Did NOT
    correctly
    identify a
    study with
    a basic
    research
    design that
    used
    quantitative
    methods
    only.

    25 pts

    Research Design Project: Quantitative Pre-Matrix Grading Rubric |
    EDUC750_B11_202630

    Criteria Ratings Points

    Content:
    Quantitative
    Research
    Article Applied

    25 to >22 pts

    Advanced

    Correctly identified a
    study with an applied
    research design that
    used quantitative
    methods only. Gave
    clear, concise, and
    detailed rationale for
    how it is known that the
    study used a basic or
    applied research
    design supported with
    page/paragraph from
    both article and
    textbook.
    Correctly identified
    specific quantitative
    research design
    (non-experimental,
    quasi-experimental, or
    true experimental)
    providing clear,
    concise, and detailed
    support for how this is
    known (including
    page/paragraph) from
    both article and
    textbook.
    Provided full article
    reference and both
    narrative and
    parenthetical in-text
    citations.

    22 to >20 pts

    Proficient

    Correctly identified a
    study with an applied
    research design that
    used quantitative
    methods only.
    Supported rationale
    for how it is known
    that the study used a
    basic or applied
    research design
    including
    page/paragraph from
    both article and
    textbook. Correctly
    identified specific
    quantitative research
    design
    (non-experimental,
    quasi-experimental,
    or true experimental)
    providing support for
    how this is known
    (including
    page/paragraph) from
    both article and
    textbook. Provided
    full article reference
    and both narrative
    and parenthetical
    in-text citations.

    20 to >0 pts

    Developing

    Incorrectly identified study
    as using an applied
    research design that used
    quantitative methods only
    when it actually used a
    basic one. Rationale for
    how it is known that the
    study used a basic
    research or applied design
    is not included and/or is not
    clear and/or does not
    include page/paragraph
    from both article and
    textbook. Did not correctly
    identify quantitative
    research design
    (non-experimental,
    quasi-experimental, or true
    experimental) and/or does
    not provide support for how
    this is known (including
    page/paragraph) from both
    article and textbook. Is
    missing or gave incomplete
    information for one or more
    of the following: article
    reference, narrative, and/or
    parenthetical in-text
    citations.

    0 pts

    Not
    Present

    Not
    Present
    0

    Did NOT
    correctly
    identify a
    study with
    an applied
    research
    design that
    used
    quantitative
    methods
    only.

    25 pts

    Research Design Project: Quantitative Pre-Matrix Grading Rubric |
    EDUC750_B11_202630

    Criteria Ratings Points

    Content:
    Quantitative
    Research
    Article Basic or
    Applied

    25 to >22 pts

    Advanced

    Correctly identified a
    study with a basic OR
    applied research
    design that used
    quantitative methods
    only. Gave clear,
    concise, and detailed
    rationale for how it is
    known that the study
    used a basic or applied
    research design
    supported with
    page/paragraph from
    both article and
    textbook.
    Correctly identified
    specific quantitative
    research design
    (non-experimental,
    quasi-experimental, or
    true experimental)
    providing clear,
    concise, and detailed
    support for how this is
    known (including
    page/paragraph) from
    both article and
    textbook.
    Provided full article
    reference and both
    narrative and
    parenthetical in-text
    citations.

    22 to >20 pts

    Proficient

    Correctly identified a
    study with a basic OR
    applied research
    design that used
    quantitative methods
    only. Supported
    rationale for how it is
    known that the study
    used a basic or
    applied research
    design including
    page/paragraph from
    both article and
    textbook. Correctly
    identified specific
    quantitative research
    design
    (non-experimental,
    quasi-experimental,
    or true experimental)
    providing support for
    how this is known
    (including
    page/paragraph) from
    both article and
    textbook. Provided
    full article reference
    and both narrative
    and parenthetical
    in-text citations.

    20 to >0 pts

    Developing

    Did not correctly identify
    study using the correct
    overall design (basic OR
    applied research design
    that used quantitative
    methods only). Rationale
    for how it is known that the
    study used a basic
    research or applied design
    is not included and/or is not
    clear and/or does not
    include page/paragraph
    from both article and
    textbook. Did not correctly
    identify quantitative
    research design
    (non-experimental,
    quasi-experimental, or true
    experimental) and/or does
    not provide support for how
    this is known (including
    page/paragraph) from both
    article and textbook. Is
    missing or gave incomplete
    information for one or more
    of the following: article
    reference, narrative, and/or
    parenthetical in-text
    citations.

    0 pts

    Not
    Present

    Did NOT
    correctly
    identify a
    study with
    a basic OR
    applied
    research
    design that
    used
    quantitative
    methods
    only.

    25 pts

    Content:
    Biblical
    Integration

    20 to >17 pts

    Advanced

    Clearly connected how
    research design is
    encapsulated in a
    biblical worldview in
    detail using at least 5
    sentences supporting
    each question with a
    different Bible verse.

    17 to >16 pts

    Proficient

    Connected how
    research design is
    encapsulated in a
    biblical worldview in
    at least 3 sentences
    supporting each
    question with a
    different Bible verse.

    16 to >0 pts

    Developing

    Did not make a clear
    connection with how
    research design is
    encapsulated in a biblical
    worldview and/or used less
    than 3 sentences, and/or
    does not support each
    question with a different
    Bible verse.

    0 pts

    Not
    Present

    20 pts

    Research Design Project: Quantitative Pre-Matrix Grading Rubric |
    EDUC750_B11_202630

    Criteria Ratings Points

    Structure:
    Mechanics/APA
    Format

    20 to >17 pts

    Advanced

    Correct spelling and
    grammar are used
    throughout the
    pre-matrix. There are
    0–2 errors in grammar
    or spelling that distract
    the reader from the
    content. There are 0–2
    minor errors in current
    APA format.

    17 to >16 pts

    Proficient

    There are 3–5 errors
    in grammar or
    spelling that distract
    the reader from the
    content. There are
    3-4 minor errors in
    current APA format.

    16 to >0 pts

    Developing

    There are 6+ errors in
    spelling, grammar, or
    sentence structure that
    distract the reader from the
    content. AND/OR There are
    5+ errors in current APA
    format.

    0 pts

    Not
    Present

    20 pts

    Structure:
    Zip-file with
    Articles

    10 to >9 pts

    Advanced

    Provided copies of all 3
    articles identified in the
    template in PDF
    format.

    9 to >7 pts

    Proficient

    Provided copies of all
    3 articles identified in
    the template, but not
    all in PDF format.

    7 to >0 pts

    Developing

    Provided fewer than the
    required 3 articles and/or
    the articles were not the
    ones identified in the
    template.

    0 pts

    Not
    Present

    10 pts

    Structure: Ai
    Integration

    10 to >9 pts

    Advanced

    The student clearly
    identified and ethically
    used M365 Copilot for
    one research design
    component in a single
    study, includes a
    complete and relevant
    AI conversation after
    the references, and
    integrated the
    AI-generated content
    accurately and
    thoughtfully into the
    pre-matrix.

    9 to >7 pts

    Proficient

    The student used
    M365 Copilot for one
    study as instructed,
    but the AI
    conversation or
    integration lacks
    clarity, completeness,
    or minor accuracy.
    The component is
    mostly appropriate
    but may need
    revision.

    7 to >0 pts

    Developing

    The student misused AI
    (e.g., uses it for multiple
    studies or fails to identify its
    use), omitted the AI
    conversation, or provided
    inaccurate or poorly
    integrated content in the
    pre-matrix.

    0 pts

    Not
    Present

    10 pts

    Total Points: 135

    Research Design Project: Quantitative Pre-Matrix Grading Rubric |
    EDUC750_B11_202630

    **ResearchDesignProjectQuantitativePreMatrixAssignmentInstructions.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/researchdesignprojectquantitativeprematrixassignmentinstructions-docx)

    **ResearchDesignProjectQuantitativePreMatrixTemplate.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/researchdesignprojectquantitativeprematrixtemplate-docx)

    **ResearchDesignProjectQuantitativePreMatrixTemplate.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/researchdesignprojectquantitativeprematrixtemplate-docx)

    **## ResearchDesignProject-QuantitativePre-MatrixGradingRubric.pdf**

    Criteria Ratings Points

    Content:
    Quantitative
    Research
    Article Basic

    25 to >22 pts

    Advanced

    Correctly identified a
    study with a basic
    research design that
    used quantitative
    methods only. Gave
    clear, concise, and
    detailed rationale for
    how it is known that the
    study used a basic or
    applied research
    design supported with
    page/paragraph from
    article. Correctly
    identified specific
    quantitative research
    design
    (non-experimental,
    quasi-experimental, or
    true experimental)
    providing clear,
    concise, and detailed
    support for how this is
    known (including
    page/paragraph) from
    both article and
    textbook. Provided full
    article reference with
    hyperlink and both
    narrative and
    parenthetical in-text
    citations.

    22 to >20 pts

    Proficient

    Correctly identified a
    study with a basic
    design that used
    quantitative methods
    only. Supported
    rationale for how it is
    known that the study
    used a basic or
    applied research
    design including
    page/paragraph from
    article. Correctly
    identified specific
    quantitative research
    design
    (non-experimental,
    quasi-experimental,
    or true experimental)
    providing support for
    how this is known
    (including
    page/paragraph) from
    both article and
    textbook. Provided
    full article reference
    with hyperlink and
    both narrative and
    parenthetical in-text
    citations.

    20 to >0 pts

    Developing

    Incorrectly identified study
    as using a basic research
    design that used
    quantitative methods only
    when it actually used an
    applied one. Rationale for
    how it is known that the
    study used a basic
    research or applied design
    is not included and/or is not
    clear and/or does not
    include page/paragraph
    from article. Does not
    correctly identify
    quantitative research
    design (non-experimental,
    quasi-experimental, or true
    experimental) and/or does
    not provide support for how
    this is known (including
    page/paragraph) from both
    article and textbook. Is
    missing or gives incomplete
    information for one or more
    of the following: article
    reference with hyperlink,
    narrative, and/or
    parenthetical in-text
    citations.

    0 pts

    Not
    Present

    Did NOT
    correctly
    identify a
    study with
    a basic
    research
    design that
    used
    quantitative
    methods
    only.

    25 pts

    Research Design Project: Quantitative Pre-Matrix Grading Rubric |
    EDUC750_B11_202630

    Criteria Ratings Points

    Content:
    Quantitative
    Research
    Article Applied

    25 to >22 pts

    Advanced

    Correctly identified a
    study with an applied
    research design that
    used quantitative
    methods only. Gave
    clear, concise, and
    detailed rationale for
    how it is known that the
    study used a basic or
    applied research
    design supported with
    page/paragraph from
    both article and
    textbook.
    Correctly identified
    specific quantitative
    research design
    (non-experimental,
    quasi-experimental, or
    true experimental)
    providing clear,
    concise, and detailed
    support for how this is
    known (including
    page/paragraph) from
    both article and
    textbook.
    Provided full article
    reference and both
    narrative and
    parenthetical in-text
    citations.

    22 to >20 pts

    Proficient

    Correctly identified a
    study with an applied
    research design that
    used quantitative
    methods only.
    Supported rationale
    for how it is known
    that the study used a
    basic or applied
    research design
    including
    page/paragraph from
    both article and
    textbook. Correctly
    identified specific
    quantitative research
    design
    (non-experimental,
    quasi-experimental,
    or true experimental)
    providing support for
    how this is known
    (including
    page/paragraph) from
    both article and
    textbook. Provided
    full article reference
    and both narrative
    and parenthetical
    in-text citations.

    20 to >0 pts

    Developing

    Incorrectly identified study
    as using an applied
    research design that used
    quantitative methods only
    when it actually used a
    basic one. Rationale for
    how it is known that the
    study used a basic
    research or applied design
    is not included and/or is not
    clear and/or does not
    include page/paragraph
    from both article and
    textbook. Did not correctly
    identify quantitative
    research design
    (non-experimental,
    quasi-experimental, or true
    experimental) and/or does
    not provide support for how
    this is known (including
    page/paragraph) from both
    article and textbook. Is
    missing or gave incomplete
    information for one or more
    of the following: article
    reference, narrative, and/or
    parenthetical in-text
    citations.

    0 pts

    Not
    Present

    Not
    Present
    0

    Did NOT
    correctly
    identify a
    study with
    an applied
    research
    design that
    used
    quantitative
    methods
    only.

    25 pts

    Research Design Project: Quantitative Pre-Matrix Grading Rubric |
    EDUC750_B11_202630

    Criteria Ratings Points

    Content:
    Quantitative
    Research
    Article Basic or
    Applied

    25 to >22 pts

    Advanced

    Correctly identified a
    study with a basic OR
    applied research
    design that used
    quantitative methods
    only. Gave clear,
    concise, and detailed
    rationale for how it is
    known that the study
    used a basic or applied
    research design
    supported with
    page/paragraph from
    both article and
    textbook.
    Correctly identified
    specific quantitative
    research design
    (non-experimental,
    quasi-experimental, or
    true experimental)
    providing clear,
    concise, and detailed
    support for how this is
    known (including
    page/paragraph) from
    both article and
    textbook.
    Provided full article
    reference and both
    narrative and
    parenthetical in-text
    citations.

    22 to >20 pts

    Proficient

    Correctly identified a
    study with a basic OR
    applied research
    design that used
    quantitative methods
    only. Supported
    rationale for how it is
    known that the study
    used a basic or
    applied research
    design including
    page/paragraph from
    both article and
    textbook. Correctly
    identified specific
    quantitative research
    design
    (non-experimental,
    quasi-experimental,
    or true experimental)
    providing support for
    how this is known
    (including
    page/paragraph) from
    both article and
    textbook. Provided
    full article reference
    and both narrative
    and parenthetical
    in-text citations.

    20 to >0 pts

    Developing

    Did not correctly identify
    study using the correct
    overall design (basic OR
    applied research design
    that used quantitative
    methods only). Rationale
    for how it is known that the
    study used a basic
    research or applied design
    is not included and/or is not
    clear and/or does not
    include page/paragraph
    from both article and
    textbook. Did not correctly
    identify quantitative
    research design
    (non-experimental,
    quasi-experimental, or true
    experimental) and/or does
    not provide support for how
    this is known (including
    page/paragraph) from both
    article and textbook. Is
    missing or gave incomplete
    information for one or more
    of the following: article
    reference, narrative, and/or
    parenthetical in-text
    citations.

    0 pts

    Not
    Present

    Did NOT
    correctly
    identify a
    study with
    a basic OR
    applied
    research
    design that
    used
    quantitative
    methods
    only.

    25 pts

    Content:
    Biblical
    Integration

    20 to >17 pts

    Advanced

    Clearly connected how
    research design is
    encapsulated in a
    biblical worldview in
    detail using at least 5
    sentences supporting
    each question with a
    different Bible verse.

    17 to >16 pts

    Proficient

    Connected how
    research design is
    encapsulated in a
    biblical worldview in
    at least 3 sentences
    supporting each
    question with a
    different Bible verse.

    16 to >0 pts

    Developing

    Did not make a clear
    connection with how
    research design is
    encapsulated in a biblical
    worldview and/or used less
    than 3 sentences, and/or
    does not support each
    question with a different
    Bible verse.

    0 pts

    Not
    Present

    20 pts

    Research Design Project: Quantitative Pre-Matrix Grading Rubric |
    EDUC750_B11_202630

    Criteria Ratings Points

    Structure:
    Mechanics/APA
    Format

    20 to >17 pts

    Advanced

    Correct spelling and
    grammar are used
    throughout the
    pre-matrix. There are
    0–2 errors in grammar
    or spelling that distract
    the reader from the
    content. There are 0–2
    minor errors in current
    APA format.

    17 to >16 pts

    Proficient

    There are 3–5 errors
    in grammar or
    spelling that distract
    the reader from the
    content. There are
    3-4 minor errors in
    current APA format.

    16 to >0 pts

    Developing

    There are 6+ errors in
    spelling, grammar, or
    sentence structure that
    distract the reader from the
    content. AND/OR There are
    5+ errors in current APA
    format.

    0 pts

    Not
    Present

    20 pts

    Structure:
    Zip-file with
    Articles

    10 to >9 pts

    Advanced

    Provided copies of all 3
    articles identified in the
    template in PDF
    format.

    9 to >7 pts

    Proficient

    Provided copies of all
    3 articles identified in
    the template, but not
    all in PDF format.

    7 to >0 pts

    Developing

    Provided fewer than the
    required 3 articles and/or
    the articles were not the
    ones identified in the
    template.

    0 pts

    Not
    Present

    10 pts

    Structure: Ai
    Integration

    10 to >9 pts

    Advanced

    The student clearly
    identified and ethically
    used M365 Copilot for
    one research design
    component in a single
    study, includes a
    complete and relevant
    AI conversation after
    the references, and
    integrated the
    AI-generated content
    accurately and
    thoughtfully into the
    pre-matrix.

    9 to >7 pts

    Proficient

    The student used
    M365 Copilot for one
    study as instructed,
    but the AI
    conversation or
    integration lacks
    clarity, completeness,
    or minor accuracy.
    The component is
    mostly appropriate
    but may need
    revision.

    7 to >0 pts

    Developing

    The student misused AI
    (e.g., uses it for multiple
    studies or fails to identify its
    use), omitted the AI
    conversation, or provided
    inaccurate or poorly
    integrated content in the
    pre-matrix.

    0 pts

    Not
    Present

    10 pts

    Total Points: 135

    Research Design Project: Quantitative Pre-Matrix Grading Rubric |
    EDUC750_B11_202630

    **ResearchDesignProjectQuantitativePreMatrixAssignmentInstructions.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/researchdesignprojectquantitativeprematrixassignmentinstructions-docx)

    **ResearchDesignProjectQuantitativePreMatrixTemplate.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/researchdesignprojectquantitativeprematrixtemplate-docx)

    **## ResearchDesignProject-QuantitativePre-MatrixGradingRubric.pdf**

    Criteria Ratings Points

    Content:
    Quantitative
    Research
    Article Basic

    25 to >22 pts

    Advanced

    Correctly identified a
    study with a basic
    research design that
    used quantitative
    methods only. Gave
    clear, concise, and
    detailed rationale for
    how it is known that the
    study used a basic or
    applied research
    design supported with
    page/paragraph from
    article. Correctly
    identified specific
    quantitative research
    design
    (non-experimental,
    quasi-experimental, or
    true experimental)
    providing clear,
    concise, and detailed
    support for how this is
    known (including
    page/paragraph) from
    both article and
    textbook. Provided full
    article reference with
    hyperlink and both
    narrative and
    parenthetical in-text
    citations.

    22 to >20 pts

    Proficient

    Correctly identified a
    study with a basic
    design that used
    quantitative methods
    only. Supported
    rationale for how it is
    known that the study
    used a basic or
    applied research
    design including
    page/paragraph from
    article. Correctly
    identified specific
    quantitative research
    design
    (non-experimental,
    quasi-experimental,
    or true experimental)
    providing support for
    how this is known
    (including
    page/paragraph) from
    both article and
    textbook. Provided
    full article reference
    with hyperlink and
    both narrative and
    parenthetical in-text
    citations.

    20 to >0 pts

    Developing

    Incorrectly identified study
    as using a basic research
    design that used
    quantitative methods only
    when it actually used an
    applied one. Rationale for
    how it is known that the
    study used a basic
    research or applied design
    is not included and/or is not
    clear and/or does not
    include page/paragraph
    from article. Does not
    correctly identify
    quantitative research
    design (non-experimental,
    quasi-experimental, or true
    experimental) and/or does
    not provide support for how
    this is known (including
    page/paragraph) from both
    article and textbook. Is
    missing or gives incomplete
    information for one or more
    of the following: article
    reference with hyperlink,
    narrative, and/or
    parenthetical in-text
    citations.

    0 pts

    Not
    Present

    Did NOT
    correctly
    identify a
    study with
    a basic
    research
    design that
    used
    quantitative
    methods
    only.

    25 pts

    Research Design Project: Quantitative Pre-Matrix Grading Rubric |
    EDUC750_B11_202630

    Criteria Ratings Points

    Content:
    Quantitative
    Research
    Article Applied

    25 to >22 pts

    Advanced

    Correctly identified a
    study with an applied
    research design that
    used quantitative
    methods only. Gave
    clear, concise, and
    detailed rationale for
    how it is known that the
    study used a basic or
    applied research
    design supported with
    page/paragraph from
    both article and
    textbook.
    Correctly identified
    specific quantitative
    research design
    (non-experimental,
    quasi-experimental, or
    true experimental)
    providing clear,
    concise, and detailed
    support for how this is
    known (including
    page/paragraph) from
    both article and
    textbook.
    Provided full article
    reference and both
    narrative and
    parenthetical in-text
    citations.

    22 to >20 pts

    Proficient

    Correctly identified a
    study with an applied
    research design that
    used quantitative
    methods only.
    Supported rationale
    for how it is known
    that the study used a
    basic or applied
    research design
    including
    page/paragraph from
    both article and
    textbook. Correctly
    identified specific
    quantitative research
    design
    (non-experimental,
    quasi-experimental,
    or true experimental)
    providing support for
    how this is known
    (including
    page/paragraph) from
    both article and
    textbook. Provided
    full article reference
    and both narrative
    and parenthetical
    in-text citations.

    20 to >0 pts

    Developing

    Incorrectly identified study
    as using an applied
    research design that used
    quantitative methods only
    when it actually used a
    basic one. Rationale for
    how it is known that the
    study used a basic
    research or applied design
    is not included and/or is not
    clear and/or does not
    include page/paragraph
    from both article and
    textbook. Did not correctly
    identify quantitative
    research design
    (non-experimental,
    quasi-experimental, or true
    experimental) and/or does
    not provide support for how
    this is known (including
    page/paragraph) from both
    article and textbook. Is
    missing or gave incomplete
    information for one or more
    of the following: article
    reference, narrative, and/or
    parenthetical in-text
    citations.

    0 pts

    Not
    Present

    Not
    Present
    0

    Did NOT
    correctly
    identify a
    study with
    an applied
    research
    design that
    used
    quantitative
    methods
    only.

    25 pts

    Research Design Project: Quantitative Pre-Matrix Grading Rubric |
    EDUC750_B11_202630

    Criteria Ratings Points

    Content:
    Quantitative
    Research
    Article Basic or
    Applied

    25 to >22 pts

    Advanced

    Correctly identified a
    study with a basic OR
    applied research
    design that used
    quantitative methods
    only. Gave clear,
    concise, and detailed
    rationale for how it is
    known that the study
    used a basic or applied
    research design
    supported with
    page/paragraph from
    both article and
    textbook.
    Correctly identified
    specific quantitative
    research design
    (non-experimental,
    quasi-experimental, or
    true experimental)
    providing clear,
    concise, and detailed
    support for how this is
    known (including
    page/paragraph) from
    both article and
    textbook.
    Provided full article
    reference and both
    narrative and
    parenthetical in-text
    citations.

    22 to >20 pts

    Proficient

    Correctly identified a
    study with a basic OR
    applied research
    design that used
    quantitative methods
    only. Supported
    rationale for how it is
    known that the study
    used a basic or
    applied research
    design including
    page/paragraph from
    both article and
    textbook. Correctly
    identified specific
    quantitative research
    design
    (non-experimental,
    quasi-experimental,
    or true experimental)
    providing support for
    how this is known
    (including
    page/paragraph) from
    both article and
    textbook. Provided
    full article reference
    and both narrative
    and parenthetical
    in-text citations.

    20 to >0 pts

    Developing

    Did not correctly identify
    study using the correct
    overall design (basic OR
    applied research design
    that used quantitative
    methods only). Rationale
    for how it is known that the
    study used a basic
    research or applied design
    is not included and/or is not
    clear and/or does not
    include page/paragraph
    from both article and
    textbook. Did not correctly
    identify quantitative
    research design
    (non-experimental,
    quasi-experimental, or true
    experimental) and/or does
    not provide support for how
    this is known (including
    page/paragraph) from both
    article and textbook. Is
    missing or gave incomplete
    information for one or more
    of the following: article
    reference, narrative, and/or
    parenthetical in-text
    citations.

    0 pts

    Not
    Present

    Did NOT
    correctly
    identify a
    study with
    a basic OR
    applied
    research
    design that
    used
    quantitative
    methods
    only.

    25 pts

    Content:
    Biblical
    Integration

    20 to >17 pts

    Advanced

    Clearly connected how
    research design is
    encapsulated in a
    biblical worldview in
    detail using at least 5
    sentences supporting
    each question with a
    different Bible verse.

    17 to >16 pts

    Proficient

    Connected how
    research design is
    encapsulated in a
    biblical worldview in
    at least 3 sentences
    supporting each
    question with a
    different Bible verse.

    16 to >0 pts

    Developing

    Did not make a clear
    connection with how
    research design is
    encapsulated in a biblical
    worldview and/or used less
    than 3 sentences, and/or
    does not support each
    question with a different
    Bible verse.

    0 pts

    Not
    Present

    20 pts

    Research Design Project: Quantitative Pre-Matrix Grading Rubric |
    EDUC750_B11_202630

    Criteria Ratings Points

    Structure:
    Mechanics/APA
    Format

    20 to >17 pts

    Advanced

    Correct spelling and
    grammar are used
    throughout the
    pre-matrix. There are
    0–2 errors in grammar
    or spelling that distract
    the reader from the
    content. There are 0–2
    minor errors in current
    APA format.

    17 to >16 pts

    Proficient

    There are 3–5 errors
    in grammar or
    spelling that distract
    the reader from the
    content. There are
    3-4 minor errors in
    current APA format.

    16 to >0 pts

    Developing

    There are 6+ errors in
    spelling, grammar, or
    sentence structure that
    distract the reader from the
    content. AND/OR There are
    5+ errors in current APA
    format.

    0 pts

    Not
    Present

    20 pts

    Structure:
    Zip-file with
    Articles

    10 to >9 pts

    Advanced

    Provided copies of all 3
    articles identified in the
    template in PDF
    format.

    9 to >7 pts

    Proficient

    Provided copies of all
    3 articles identified in
    the template, but not
    all in PDF format.

    7 to >0 pts

    Developing

    Provided fewer than the
    required 3 articles and/or
    the articles were not the
    ones identified in the
    template.

    0 pts

    Not
    Present

    10 pts

    Structure: Ai
    Integration

    10 to >9 pts

    Advanced

    The student clearly
    identified and ethically
    used M365 Copilot for
    one research design
    component in a single
    study, includes a
    complete and relevant
    AI conversation after
    the references, and
    integrated the
    AI-generated content
    accurately and
    thoughtfully into the
    pre-matrix.

    9 to >7 pts

    Proficient

    The student used
    M365 Copilot for one
    study as instructed,
    but the AI
    conversation or
    integration lacks
    clarity, completeness,
    or minor accuracy.
    The component is
    mostly appropriate
    but may need
    revision.

    7 to >0 pts

    Developing

    The student misused AI
    (e.g., uses it for multiple
    studies or fails to identify its
    use), omitted the AI
    conversation, or provided
    inaccurate or poorly
    integrated content in the
    pre-matrix.

    0 pts

    Not
    Present

    10 pts

    Total Points: 135

    Research Design Project: Quantitative Pre-Matrix Grading Rubric |
    EDUC750_B11_202630

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