MPI Certified
Evaluation Rubric
Quality of Instruction
Conditional

Reasons forConcern

Instructor has
some experiencein event
management.

Instructor has
some experiencein event roles.

Instructor has
no experiencein event roles,
not even on
campus withstudent events.

Instructor has
significant
evidence ofeducation/certificationand is activein the “EventsCommunity.”

Instructor has
some level ofeducation/
certification andhas participatedin the “EventsCommunity.”

Instructor has
some level ofeducation/
certification BUT
is not activein the “EventsCommunity.”

Instructor has
no education/
certification andis not activein the “EventsCommunity.”

Amount andQuality ofRelevant
Instructional
Experience

Instructor has 10
or more yearsof experience inevent education.
Excellentevaluations fromstudents.

Instructor has 5
or more yearsof experience inevent education.
Good evaluations
from students.

Instructor
has minimal
experience inevent education.
Fair evaluations
from students.

Instructor has
no experience inevent education.

Currency and“Application”
of Classroom
Materials

Instructor uses
current materials
coming from avariety of sources.
Professional
certification isembedded incourses.

Instructor uses
textbooks withsome current
materials.
Promotes
professional
certifications.

Instructor uses
textbooks withsome currentmaterials.

Instructor
uses irrelevant
textbooks with nocurrent materials.

PedagogicalApproach that
Prepares Students
for the Profession

Evidence ofsignificant thought
and preparation
for the realities ofevent production.

Evidence of somethought andpreparation for therealities of eventproduction.

Little evidenceof thought andpreparation for therealities of eventproduction.

No evidenceof thought andpreparation for therealities of eventproduction.

Area to Assess

Role Model

Acceptable

Experience inEvent Production

Instructor has
significant (paid)
experience inevent production.

Education/
Certification in
Event Production/
Level of Activity
in Greater EventCommunity

We expect some “Academics” may not have significant experience that is still acceptable if they have otheracademic qualifications. (See other sections herein)

Academic Rigor
Area to Assess

Role Model

Acceptable

Conditional

Reasons forConcern

Academic Units(#) Earned byStudents In:• Hospitality(includingculinary)• Business• Eventproduction

About half oftotal course
work is in areasof hospitality,business,and event
management.

About a thirdof total course
work is in areasof hospitality,business,and eventmanagement.

About a quarterof total course
work is in areasof hospitality,business,and event
management.

A small portionof total course
work is in areasof hospitality,business,and event
management.

Demonstrated
Level ofAcademic Rigor
in Curriculum.

Syllabi fully reflectcurrency, rigor,and evaluationof learning
consistent with
the needs of theprofession. Course
materials are bothfully current andrelevant.

Syllabi mostly
reflect currency,rigor, andevaluationof learning
consistent withthe needs of theprofession. Course
materials are both
mostly current
and relevant.

Syllabi mostly
reflect currency,rigor, andevaluationof learning
consistent with
the needs of theprofession. Course
materials are both
mostly current
and relevant.

Syllabi do
not reflectcurrency, rigor,and evaluationof learning
consistent with
the needs of theprofession. Course
materials are
not current andrelevant.

PedagogicalApproach*that Supports
Requirements ofEvent Production.

All 6 of theseareas are clearlyreflected in
the syllabi andsupporting
materials.

All 6 of theseareas are clearlyreflected in
the syllabi andsupportingmaterials.

Only some ofthese areas areclearly reflectedin the syllabi
and supportingmaterials.

Most of theseareas are NOT
clearly reflectedin the syllabi
and supporting
materials.

Students Who
Grasp theRealities andStructure of the
Event Profession.

Samplesof student
work clearly
demonstrates
their grasp of
the realities andstructure of event
professions.

Samples ofstudent work
partially
demonstrates
their grasp of
the realities andstructure of event
professions.

Samplesof student
work poorly
demonstrates
their grasp of
the realities andstructure of event
professions.

Samples ofstudent work does
not demonstrate
their grasp of
the realities andstructure of event
professions.

Use ofHigh-Impact
Experiences inClasses (EMP,Certifications,Field Trips, Guest
Speakers, etc.).

School has clearly
demonstrated asignificant useof high-impact
experiences tofurther learning.

School has partly
demonstrated asignificant useof high-impact
experiences tofurther learning.

School has limited
use of high-impact
experiences tofurther learning.

School has NO
use of high-impact
experiences tofurther learning.

*Includes group projects, presentation skills, technology-based tools andprograms, finance acumen, problem solving (rather than memorization),and demonstrable evidence of developing EQ of students.

Practicum Work Experience
Area to Assess

Role Model

Acceptable

Conditional

Reasons forConcern

Required # ofWork Experience
Hours

1,000 hours for
4-year and 500
hours for 2-year
schools.

800 hours for
4-year and 400
hours for 2-year
schools.

500 hours for
4-year and 250
hours for 2-year
schools.

No requirement.

Relevance/Quality for
Workforce
Preparation

Students areworking in paidroles in event
production.
(Banquet serving,registration,human signs,etc. are allacceptable.)

Students areworking in paidroles in hospitality.
(Hotels, dining,etc.)

Students areworking in paidroles in hospitality.
(Hotels, dining,etc.)

No requirement.

Participation inSchool Events

Students assume
leadership roles inthe development,planning andexecution ofschool-basedevents.

Students assumeroles in theplanning andexecution ofschool-basedevents.

Students assume“day of” rolesin the executionof school-basedevents.

No requirement.

Be the standard. Set up a consultation today!
Email MPICertified@mpi.org for more
information or visit mpi.org/mpicertified