EDD 9951

EDD 9951 Week 10 Assignment 4 Video Reflection
Capella University, EDD 9951, EDD FPX Assessments

EDD 9951 Week 10 Assignment 4 Video Reflection

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EDD 9951 Week 10 Assignment 4 Video Reflection Video Reflection The experience of the applied improvement project (AIP) has been interesting and informative. Using the needs assessment as an exercise to link theory and practice was a good way to do that. Starting to develop an understanding of how to define a problem of practice, gather evidence, and create an organized format that connects evidence to organizational goals. This process has resulted in the realization of the necessity to base improvement projects on data and to be sensitive to the community and institutional needs. The experience has also given me increased confidence in my ability to deliver and participate in the process of change in practice, particularly in complex projects. The AIP is helping me to grow professionally in my leadership and research skills, as well as in thinking about the use of evidence to guide solutions. In terms of the problem of practice, at least, that’s one thing I’m seeing that’s really going well in my AIP journey is the clarity I’m able to have. I can use a structured approach and the Applied Improvement Project model to draw out a clear focus that is focused and evidence-based. I’ve also discovered that I’m good at finding the academic information that helps me meet the goals of my project and of my organization, so that my project is both academically sound and relevant to the goals of my organization. Overall, what is working best is that I have a structure of guided instruction, resources that are readily available, and I’m being consistent with the project timeline. I have been working on the AIP process, and there are some issues I have encountered there, but I have gotten some success. The greatest difficulty is having the ability to focus my problem of practice. Now and then I want to put too much into my project, and this can make my project a little bit of a mess. The other hurdle is to synthesize research in some manner other than just a summary; to make connections and contribute to my argument. It is also challenging to balance the academic rigors of the project with the practicalities of the project, including time and resources. The above challenges also allow opportunities to build up resilience, improve research skills, and practice adapting and keeping up the rigor of scholarly work. I will be taking a systematic and systematic approach to Index literature review signature assignment. To help make my review go back to the main goal of my project, I will first modify my problem statement. Next, I will use the databases of ProQuest, Cumulative Index to Nursing and Allied Health Literature (CINAHL), and PubMed to expand my search for academic sources in order to find the most up-to-date research. I will also be adding the findings, themes, and methodologies of several studies to the synthesis matrix to help make meaningful connections. To do my work in the best possible way, I must also consult literature review guidelines so as to be able to incorporate sources and follow APA style. Lastly, I will have one week to write the review so that I can be able to write a comprehensive, well-organized review without having to rush. The quality of literature reviews will improve with the use of tools such as synthesis matrices, which will help promote depth of analysis and organization in literature reviews (Gulotta et al., 2023). Preparation and consistency will be key to achieving excellence. References Aeon, B., Faber, A., & Panaccio, A. (2021). Does time management work? A meta-analysis. Public Library of Science, 16(1), e0245066. https://doi.org/10.1371/journal.pone.0245066 Connor, L. (2023). Evidence‐based practice improves patient outcomes and healthcare system return on investment: Findings from a scoping review. Worldviews on Evidence-Based Nursing, 20(1), 6–15. https://doi.org/10.1111/wvn.12621 Gulotta, T. M., Salomone, R., Mondello, G., & Ricca, B. (2023). FLAVIA-LCT – Framework for systematic literature review to analyse vast information in life cycle thinking studies. Heliyon, 9(5), e15547. https://doi.org/10.1016/j.heliyon.2023.e15547 Naughton, E., Moran, R., Kharub, M., Sa, J. C., & McDermott, O. (2024). A structured model for continuous improvement methodology deployment and sustainment: A case study. Heliyon, 10(21), e40034. https://doi.org/10.1016/j.heliyon.2024.e40034 NursingAllied Health Literature

EDD 9951 Week 5 Assignment Site Information, Role in/With Organization, Statement, Data Evidence
Capella University, EDD 9951, EDD FPX Assessments

EDD 9951 Week 5 Assignment Site Information, Role in/With Organization, Statement, Data Evidence

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EDD 9951 Week 5 Assignment Site Information, Role in/With Organization, Statement, Data Evidence Acknowledgement I am retaking this course and have been granted permission to reuse my original assessments from my previous enrollment. This submission is my original work, created during my prior attempt, and is being resubmitted per the instructor’s guidance. I have made minor modifications to this assessment to reflect updated guidelines, course expectations, and feedback from my previous attempts.I understand the importance of academic integrity and transparency, and I am submitting this assignment with full acknowledgment that the content may reflect similarity to work previously submitted through Turnitin or other academic integrity systems. Thank you for your consideration. Problem of Practice Needs Assessment Learner and Specialization Information (to be completed by the learner) Learner Name   Learner E-mail   Learner ID Number 2517927 Instructor Name Dr Specialization Adult Education Specialization Program Director Name   Specialization Program Director E-mail   Name of Project Site North Las Vegas Chapter, Lions Club International Name of Person Giving Authorization to Use Site Willie Fields, Jr. Type of Organization Community Service Learner Role at Site Member/Volunteer APPROVED BY INSTRUCTOR Name & Date   Overview of the AIP Model The Applied Improvement Project (AIP) will establish problem solutions through recommended actions for organizational improvement. The AIP model contains three phases, which include a total of 10 steps. The three phases are as follows: planning, implementation, and evaluation (refer to Figure 1). In the phase 1 “planning”, the applied researcher will provide comprehensive details to diagnose the problem and also generate alternatives and an action plan. In the phase 2 “implementation”, the action plan will be executed to address the identified problem. In the phase 3 “evaluation,” data collection and analysis will take place to evaluate the effectiveness of the proposed intervention. Further, the project findings will be conveyed to stakeholders to enable the project findings to be disseminated. Figure 1 Applied Improvement Project Model Note. This figure shows the three major phases of the Applied Improvement Project Model and how the ten steps of this model were completed within the Advanced doctoral courses. The shaded sections resemble the three major phases, the circular icons resemble the ten steps, and the line between the icons resembles the connection between each step within the appropriate phase. Retrieved from https://media.capella.edu/CourseMedia/edd8522element20223/wrapper.asp. Not in the public domain. The organizational problem will be diagnosed and managed through a systematic approach that uses the AIP model. Step 1 of the AIP model serves as the main focus of the signature assignment, as deals with problem diagnosis. Step 1 leads to the precise identification of the root cause and underlying problem. The goal is to develop a comprehensive understanding of the problem, the reasons for its occurrence, and the possible effects. The diagnostic findings will direct the next actions within the AIP model framework. Using the model in the Doctor of Education program helps in organizational problem management while creating a connection between the AIP model and Advanced Doctoral Courses. Preliminary Site Information The research project site is a worldwide non-profit organization headquartered in Oak Brook, Illinois, United States. The organization is committed to improving the youth’s access to quality education.Other domains on which the organization is working globally include health improvement, disaster management, and youth development programs. One of the biggest initiatives for youth is Social Emotional Learning (SEL) program administered in cooperation with thousands of schools around the world.There is a history of SEL at this site, but it comes from a very large initiative-grades wide, all concerned to deal with rising issues of bullying, chronic absenteeism, and student academic performance.Thus, the SEL is supposed to improve the students’ academic performance by enhancing their social skills and emotional intelligence. The expectations mandated by the school district and site principals for focusing on emotional regulation-making decision-building positive peer relationships. The stakeholders are not recruiting educators to implement the SEL program. Not implementing the SEL program increased the student absenteeism rate, which directly impacts academic performance directly. The organization supports schools in so many contexts. These schools typically serve between 300 and 1,500 students, but differ widely in the demographic makeup by region. Also, the student demographics often reflect the wider community. The organization provides education to students of various ages and backgrounds, such as elementary, middle, and high school students. The organization has teaching staff to implement the SEL program for high school students. Teacher demographics vary, but most schools have between 25-75 educators trained in organization. Schools implementing SEL program are quietly distributed across urban, suburban, and rural areas. Many schools cite concerns about student behavior, bullying, and mental health, which makes SEL programs essential for creating a positive school climate environment for student academic success.These schools with organization partnerships implement SEL program to ensure an environment that is conducive, safe, inclusive, and academically supportive for students from all backgrounds. The site advocates for implementing the SEL programs to improve the achievement rate of the students through the establishment of a positive school culture that fosters diversity and inclusiveness among students. Role in or Relationship with the Organization The applied researcher’s specific role is participation in the program implemented by the organization to deliver SEL education to students. The applied researcher worked as volunteer who participates in the program to raise awareness of the SEL program for the students. The applied research is connected to the organization and is responsible for planning, implementing, and assessing SEL instruction for students at one of the school of organization. In addition, the researcher also plays a role in conducting student support services, including SEL programs. The applied researcher thinks the initiatives are a part of the mission-driven organization to improve the student achievement rate. The site has a hierarchical structure due to board members, allowing all employees to express the viewpoints regarding the management of the organization’s issues.  The applied researcher has a critical role to play in the problem of staff shortages impacting the delivery of SEL by pointing out the gaps in the delivery of SEL programs

EDD 9951 Week 4 Assignment Site Information, Role in/With Organization, Statement, Data Evidence
Capella University, EDD 9951, EDD FPX Assessments

EDD 9951 Week 4 Assignment Site Information, Role in/With Organization, Statement, Data Evidence

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EDD 9951 Week 4 Assignment Site Information, Role in/With Organization, Statement, Data Evidence Acknowledgement I am retaking this course and have been granted permission to reuse my original assessments from my previous enrollment. This submission is my original work, created during my prior attempt, and is being resubmitted per the instructor’s guidance. I have made minor modifications to this assessment to reflect updated guidelines, course expectations, and feedback from my previous attempts.I understand the importance of academic integrity and transparency, and I am submitting this assignment with full acknowledgment that the content may reflect similarity to work previously submitted through Turnitin or other academic integrity systems. Thank you for your consideration. Problem of Practice Needs Assessment Learner and Specialization Information (to be completed by the learner) Learner Name Learner E-mail Learner ID Number 2517927 Instructor Name Specialization Adult Education Specialization Program Director Name Specialization Program Director E-mail Name of Project Site North Las Vegas Chapter, Lions Club International Name of Person Giving Authorization to Use Site Willie Fields, Jr. Type of Organization Community Service Learner Role at Site Member/Volunteer APPROVED BY INSTRUCTOR Name & Date Overview of the AIP Model The Applied Improvement Project (AIP) will establish problem solutions through recommended actions for organizational improvement. The AIP model contains three phases, which include a total of 10 steps. The three phases are as follows: planning, implementation, and evaluation (refer to Figure 1). In the phase 1 “planning”, the applied researcher will provide comprehensive details to diagnose the problem and also generate alternatives and an action plan. In the phase 2 “implementation”, the action plan will be executed to address the identified problem. In the phase 3 “evaluation,” data collection and analysis will take place to evaluate the effectiveness of the proposed intervention. Further, the project findings will be conveyed to stakeholders to enable the project findings to be disseminated. Figure 1 Applied Improvement Project Model Note. This figure shows the three major phases of the Applied Improvement Project Model and how the ten steps of this model were completed within the Advanced doctoral courses. The shaded sections resemble the three major phases, the circular icons resemble the ten steps, and the line between the icons resembles the connection between each step within the appropriate phase. Retrieved from https://media.capella.edu/CourseMedia/edd8522element20223/wrapper.asp. Not in the public domain. The organizational problem will be diagnosed and managed through a systematic approach that uses the AIP model. Step 1 of the AIP model serves as the main focus of the signature assignment, as deals with problem diagnosis. Step 1 leads to the precise identification of the root cause and underlying problem. The goal is to develop a comprehensive understanding of the problem, the reasons for its occurrence, and the possible effects. The diagnostic findings will direct the next actions within the AIP model framework. Using the model in the Doctor of Education program helps in organizational problem management while creating a connection between the AIP model and Advanced Doctoral Courses. Preliminary Site Information The Lions Clubs International Foundation (LCIF) is a worldwide non-profit organization headquartered in Oak Brook, Illinois, United States. The LCIF is committed to improving the youth’s access to quality education (Lions International, 2025). Other domains on which the LCIF is working globally include health improvement, disaster management, and youth development programs. One of the biggest initiatives for youth is Lions Quest, which is a Social Emotional Learning (SEL) program administered in cooperation with thousands of schools around the world (Lions Quest, 2025). There is a history of SEL at this site, but it comes from a very large initiative-grades wide, all concerned to deal with rising issues of bullying, chronic absenteeism, and student academic performance (Lions International, 2025). Thus, the SEL is supposed to improve the students’ academic performance by enhancing their social skills and emotional intelligence. The expectations mandated by the school district and site principals for focusing on emotional regulation-making decision-building positive peer relationships. The stakeholders are not recruiting educators to implement the SEL program. Not implementing the SEL program increased the student absenteeism rate, which directly impacts academic performance directly. LCIF supports schools in so many contexts. These schools typically serve between 300 and 1,500 students, but differ widely in the demographic makeup by region. Also, the student demographics often reflect the wider community. The organization provides education to students of various ages and backgrounds, such as elementary, middle, and high school students. The organization has teaching staff to implement the SEL program for high school students. Teacher demographics vary, but most schools have between 25-75 educators trained in Lions Quest. Schools using Lions Quest are quietly distributed across urban, suburban, and rural areas. Many schools cite concerns about student behavior, bullying, and mental health, which makes SEL programs such as Lions Quest essential for creating a positive school climate environment for student academic success (Lions International, 2025). These schools with LCIF partnerships implement Lions Quest to ensure an environment that is conducive, safe, inclusive, and academically supportive for students from all backgrounds. The site advocates for implementing the SEL programs to improve the achievement rate of the students through the establishment of a positive school culture that fosters diversity and inclusiveness among students. Role in or Relationship with the Organization The applied researcher’s specific role is participation in the Lion Quest program implemented by the organization to deliver SEL education to students. The title is the volunteer who participates in the Lion Quest Program to raise awareness of the SEL program for the students. The applied research is connected to the organization and is responsible for planning, implementing, and assessing SEL instruction for students at the school. In addition, the researcher also plays a role in conducting student support services, including SEL programs. The applied researcher thinks the initiatives are a part of the mission-driven organization to improve the student achievement rate. The site has a hierarchical structure due to board members, allowing all employees to express the viewpoints regarding the management of the organization’s issues.  The applied researcher has a critical role to play in the

EDD 9951 Week 3 Assignment Problem of Practice Needs Assessment
Capella University, EDD 9951, EDD FPX Assessments

EDD 9951 Week 3 Assignment Problem of Practice Needs Assessment

Leave a Comment / Capella University, EDD 9951, EDD FPX Assessments /

EDD 9951 Week 3 Assignment Problem of Practice Needs Assessment Problem of Practice Needs Assessment Learner and Specialization Information (to be completed by the learner) Learner Name   Learner E-mail   Learner ID Number 2517927 Instructor Name Dr Specialization Adult Education Specialization Program Director Name   Specialization Program Director E-mail phyllis.misite@capella.edu Name of Project Site North Las Vegas Chapter, Lions Club International Name of Person Giving Authorization to Use Site Willie Fields, Jr. Type of Organization Community Service Learner Role at Site Member/Volunteer APPROVED BY INSTRUCTOR Name & Date   Overview of the AIP Model The Applied Improvement Project (AIP) will establish problem solutions through recommended actions for organizational improvement. The AIP model contains three phases, which include a total of 10 steps. The three phases are as follows: planning, implementation, and evaluation (refer to Figure 1). In the phase 1 “planning”, the applied researcher will provide comprehensive details to diagnose the problem and also generate alternatives and an action plan. In the phase 2 “implementation”, the action plan will be executed to address the identified problem. In the phase 3 “evaluation,” data collection and analysis will take place to evaluate the effectiveness of the proposed intervention. Further, the project findings will be conveyed to stakeholders to enable the project findings to be disseminated. Figure 1 Applied Improvement Project Model Note. This figure shows the three major phases of the Applied Improvement Project Model and how the ten steps of this model were completed within the Advanced doctoral courses. The shaded sections resemble the three major phases, the circular icons resemble the ten steps, and the line between the icons resembles the connection between each step within the appropriate phase. Retrieved from https://media.capella.edu/CourseMedia/edd8522element20223/wrapper.asp. Not in the public domain. The organizational problem will be diagnosed and managed through a systematic approach that uses the AIP model. Step 1 of the AIP model serves as the main focus of the signature assignment, as deals with problem diagnosis. Step 1 leads to the precise identification of the root cause and underlying problem. The goal is to develop a comprehensive understanding of the problem, the reasons for its occurrence, and the possible effects. The diagnostic findings will direct the next actions within the AIP model framework. Using the model in the Doctor of Education program helps in organizational problem management while creating a connection between the AIP model and Advanced Doctoral Courses. Preliminary Site Information The site is an organization that aims to support school students with social-emotional learning (SEL) education programs. The organization works together with schools and community organizations, along with educators, to support SEL programs and character development as well as positive school climate initiatives. The organization has teaching staff to implement the SEL program for high school students. In the SEL program, the staff prepares students for academic success and improves student achievement scores. The SEL program’s emphasis is on enhancing the success rate of the students through the establishment of a positive school culture that fosters diversity and inclusiveness among students. The program’s emphasis is on closing educational achievement gaps as well as enhancing extended academic success rates. The organization provides education to students of various ages and backgrounds, such as elementary, middle, and high school students. Early exposure to SEL skills such as self-regulation and cooperation enables the development of social skills and enhances the capability to sustain in the school environment. The program educates students to be successful in life, both personally and academically. Students from various economic backgrounds are engaged, while the program emphasizes assistance to disadvantaged population groups in particular. The site has a large workforce of teachers who are tasked with delivering the SEL education programs. However, the staff shortages hinder the teachers from fulfilling the students’ needs, which deteriorates the academic performance. The site has established various issues that impede the delivery of a SEL program to the students, impacting the success rate. The practice issue is staff shortages that impact the delivery of SEL to students, which impacts the students’ academic outcomes. The student achievement rate is currently at 5%, and the site’s benchmark is 11%, which indicates the need for effective measures to enhance the academic performance of the students. The problem urges the site to provide quality SEL education programs to mitigate the low student achievement rate in educational settings. Role in or Relationship with the Organization The applied researcher is a member of the educational team at the organization and takes leadership roles to help plan and execute projects and raise awareness of the SEL program for the students. The applied research is connected to the organization and is responsible for planning, implementing, and assessing SEL instruction for students at the school. In addition, the researcher also plays a role in conducting student support services, including SEL programs. The applied researcher thinks the initiatives are a part of the mission-driven organization to improve the student achievement rate. The site has a hierarchical structure due to board members, allowing all employees to express the viewpoints regarding the management of the organization’s issues.  The applied researcher has a critical role to play in the problem of staff shortages impacting the delivery of SEL by pointing out the gaps in the delivery of SEL programs due to a lack of staff. Developing strategies to integrate SEL practice into curricula with less staff is challenging. Assessing the effectiveness of SEL delivery models and advocating for additional staffing for implementing SEL programs is necessary. The applied researcher role has a direct relationship to enhancing student academic performance and well-being by ensuring SEL programs remain accessible and effective despite staff shortages. Financial challenges and personal difficulties, together with academic challenges, can cause potential conflicts of interest. Such situations appear when researchers have monetary interests in research outcomes. For instance, the funding request for SEL services might result in reduced resources for educational programs. The applied researcher’s ownership of shares in the benefiting organization may affect the ability to remain objective when conducting research. Research decisions made by the applied researcher could become

EDD 9951 Week 2 Assignment 1 Site Information, Role in/With Organization, Statement, Data Evidence
Capella University, EDD 9951, EDD FPX Assessments

EDD 9951 Week 2 Assignment 1 Site Information, Role in/With Organization, Statement, Data Evidence

Leave a Comment / Capella University, EDD 9951, EDD FPX Assessments /

EDD 9951 Week 2 Assignment 1 Site Information, Role in/With Organization, Statement, Data Evidence Acknowledgement I will be taking this course again and have been granted the opportunity to use my completed assessments from the previous year. This is my work from my previous submission and is thus being resubmitted according to the instructor’s instructions. This assessment has been slightly edited based on feedback from the previous attempts and changes to the course’s expectations/guidelines. I recognize the principles of academic honesty and integrity and fully understand that this assignment may contain passages that are similar to or excerpted from academic integrity systems, such as Turnitin. Thank you for your consideration. Problem of Practice Needs Assessment Learner and Specialization Information (to be completed by the learner) Learner Name Logan Fields, Sr. Learner E-mail loganfields1911@yahoo.com Learner ID Number 2517927 Instructor Name Dr. Toni Bailey Specialization Adult Education Specialization Program Director Name Phillis Misite Specialization Program Director E-mail phyllis.misite@capella.edu Name of Project Site North Las Vegas Chapter, Lions Club International Name of Person Giving Authorization to Use Site Willie Fields, Jr. Type of Organization Community Service Learner Role at Site Member/Volunteer APPROVED BY INSTRUCTOR Name & Date Overview of the AIP Model The Applied Improvement Project (AIP) presents solutions to the problem as recommended actions to improve the organization. The AIP model has three phases consisting of 10 steps in total. The three stages are: planning, implementation, and evaluation (see Figure 1). The applied researcher will provide extensive information in phase 1, “planning”, which will help to diagnose the problem and will also create alternatives and an action plan. The action plan will be implemented in phase 2 “implementation” to solve the problem identified. In phase 3, “evaluation,” data collection and analysis will take place to evaluate the effectiveness of the proposed intervention. Moreover, outcomes of the project will be communicated to the stakeholders to disseminate the project outcomes. Figure 1 Applied Improvement Project Model Note. This graphic provides an overview of the main stages of the Applied Improvement Project Model, and the steps in the model were taken during the Advanced doctoral courses. The shaded areas are like the three phases indicated, the circles are like the 10 steps indicated, and the line between the icons is like the linking between steps in the corresponding phase. Retrieved from https://media.capella.edu/CourseMedia/edd8522element20223/wrapper.asp. Not publicly available.  https://media.capella.edu/CourseMedia/edd8522element20223/wrapper.asp. Not in the public domain. Using the AIP model, a systematic approach to diagnosing and managing the organizational problem will be used. Step 1 of the AIP model serves as the main focus of the signature assignment, as deals with problem diagnosis. Step 1 is used to define the root cause and underlying problem. To build a complete overview of the problem, its causes, and likely impacts. The diagnostic results will inform the next steps in the AIP model. The application of the model in the Doctor of Education program facilitates the use of organizational problem management and the linking of the AIP model with Advanced Doctoral Courses. Preliminary Site Information The Lions Clubs International Foundation (LCIF), based in Oak Brook, Illinois, USA, is an international, non-profit organisation. The LCIF is dedicated to increasing youth’s access to quality education (Lions International, 2025). The LCIF is also active in other areas internationally, such as health improvement, disaster management, and youth development programs. Lions Quest is one of the larger programs for youth, and a Social Emotional Learning (SEL) program that is administered in partnership with thousands of schools globally (Lions Quest, 2025). There is a history of SEL at this site, but it comes from a very large initiative- grades-wide- all concerned with dealing with rising issues of bullying, chronic absenteeism, and student academic performance (Lions International, 2025). SEL is intended to boost students’ social skills and their emotional intelligence, therefore improving their academic performance. School district and site principals’ expectations are to prioritize emotional regulation, decision-making, and building positive peer relationships. Stakeholders are not hiring teachers to teach the SEL program. In the absence of the SEL program, the student absenteeism rate was also linked to academic performance and was higher.  The LCIF is a support for schools in so many contexts. Schools usually have between 300 students and 1,500 students and vary significantly in composition from area to area. In addition, students are typically from the same racial, ethnic, cultural, and linguistic backgrounds as their surrounding community. The organization provides education to students of various ages and backgrounds, such as elementary, middle, and high school students. The organization has teaching staff to implement the SEL program for high school students. The majority of schools have 25-75 teachers trained in Lions Quest. Lions Quest schools are strategically placed across urban, suburban, and rural settings, discreetly. The potential for student academic success is strengthened by SEL programs like Lions Quest because many schools report concerns about behavior, bullying, and mental health, creating a positive school climate (Lions International, 2025). Through the implementation of Lions Quest, these schools with LCIF partnerships create an environment that is conducive, safe, inclusive, and academically supportive to students from all backgrounds. The website promotes the idea of supporting SEL programs to enhance student achievement by establishing a positive school culture that promotes diversity and inclusiveness among students.  The program’s emphasis is on closing educational achievement gaps as well as enhancing long-term academic success rates. SEL skills like self-regulation and cooperation can be taught early, leading to the development of social skills and a better ability to sustain success in school. The program educates students to be successful in life, both personally and academically. The programme is an inclusive one, with students from different economic backgrounds involved, and particularly assisting disadvantaged population groups. The site has a significant number of teachers who are required to provide teaching in the SEL education programs. But the teachers’ inability to meet the needs of the students due to the teacher shortage affects their academic achievement. The site has identified multiple problem areas that hinder the ability to provide students with

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