Appendix A Higher Education Program Master’s Higher Education Evaluation Rubric Program Objective: Understanding the importance of equity and social justice, graduates of the Masters in Higher Education program use applied theories and practical research as tools of collaborative change in their leadership positions. Objective 1: Professional Foundations/ Higher Education Administrator Competencies (based on CAS/ACPA/NASPA Competencies) P1 Exceeds Expectations Meets Expectations Meets Some Expectations Does not Meet Expectations Communication Demonstrates high levels of written, oral, and visual forms of communication and are appropriate for the intended audience. Projects are exceptionally well written and organized and connect components in a seamless manner. Communication is highly responsive to audience comments and questions. Articulates ideas clearly and concisely; presented neatly and professionally; grammar and spelling are correct; uses good professional style. Demonstrates written, oral, and visual forms of communication which are appropriate for the intended audience Projects are well written and organized, and connects components in a seamless manner. Communication is responsive to audience comments and questions. Articulates ideas clearly and concisely; presented neatly and professionally; grammar and spelling are correct; uses good professional style; Demonstrates written, oral, and visual forms of communication which are somewhat appropriate for the intended audience. Projects demonstrate somewhat satisfactory organization; clear introduction; main points are well stated, even if some transitions are somewhat sudden; clear conclusion. Communication is somewhat responsive to audience comments and questions. Articulates ideas; one or two grammar or spelling errors per page; style is appropriate for audience Demonstrates written, oral, and visual forms of communication which are not appropriate for the intended audience. Responds to questions inadequately or is not responsive to questions. Lacks organization and some of the main points and conclusions are unclear. Text rambles, key points are not organized; spelling or grammar errors present throughout more than 1/3 of paper; style is inappropriate for audience Interpersonal Skills Consistently demonstrates sensitivity to cultural norms and organizational practices. Always conveys ideas and information expertly, frequently, and inclusively through media and verbal and nonverbal means. Demonstrates sensitivity to cultural norms and organizational practices. Consistently conveys ideas and information appropriately and consistently through media and verbal and nonverbal means. Demonstrates some sensitivity to cultural norms and organizational practices. Occasionally conveys ideas and information appropriately and consistently through media and verbal and nonverbal means. Insensitive to cultural norms and organizational practices. Seldom or never conveys ideas and information appropriately and consistently through media and verbal and nonverbal
Always listens actively to understand, comprehend, analyze, engage, and act. Always projects confidence and responds responsively and tactfully. Consistently listens actively to understand, comprehend, analyze, engage, and act. Consistently confident and responds responsively and tactfully. Occasionally listens actively to understand, comprehend, analyze, engage, and act. Occasionally projects confidence and responds responsively and tactfully. means. Seldom or never listens actively to understand, comprehend, analyze, engage, and act. Seldom or never projects confidence and responds responsively and tactfully. Theory Demonstrates a comprehensive understanding of theory and its application. Identifies and critically analyzes strengths and weaknesses of theory. Aligns with research question, methods, and observations. Demonstrates a satisfactory understanding of theory and uses existing theory well. Informs the research question. Identifies where theory works and where it does not work adequately. Demonstrates understanding of theory at a simple level. Theory is minimally applied to recommendations and solutions. Demonstrates a lack of understanding of theory at any level. Theory is not applied to question or problem. Objective 2: Leadership, Teamwork, Collaboration and Ethical Practice in Higher Education (P2) Knowledge and Awareness of Contemporary Issues and Different Perspectives Uses varied sources of evidence and analyzes data about current practices and outcomes to shape vision, mission, and goals with high, measurable expectations Uses several information sources and some data to shape vision, mission, and goals with expectations for students and educators Uses a single source of information and data about what is currently occurring to shape mission and goals. Uses no information and data about what is currently occurring to shape mission and goals. Leadership Roles and Behaviors Clearly understands the multiple purposes of higher education and demonstrates the leadership behaviors and roles needed in higher education. Demonstrates appropriate understanding of the purpose of higher education and the leadership roles needed in higher education. Demonstrates limited understanding of the purpose of higher education and the leadership roles needed in higher education. Appears unable to connect decisions and behaviors to the purpose of education and the role of leadership in higher education.
Results/Interpretations/ Conclusions Provides plausible interpretations Interesting, surprising, and insightful. Discusses strength, weaknesses, and limitations. Context of the study is reiterated in a clear and concise manner. Conclusions are both tied to empirical evidence and explained thoroughly with respect to the context of the problem. Recommendations are explained as founded in both evidence from the data collected and the extant literature. Provides a good summary of results. Context of the evaluation is not fully reiterated in a clear and concise manner. Findings are explained with some depth according to each research question. Conclusions are tied to empirical evidence but not explained. Recommendations are explained with some foundation in either evidence from the data or the extant literature but not both. Interpretation is not objective, cogent, or correct. Makes improper inferences. Overstates the results . Summarizes what has already been said. Does not understand the results or what has been done. The explanation of recommendations does not clearly or coherently answer research questions. Has wrong, inappropriate, incoherent, or confused analysis of problem. Interpretation is not objective, cogent, or correct. Has unsupported or exaggerated interpretations. Does not address the significance or the implications of the problem The explanation of findings does not clearly or coherently answer community partner questions. Implementation and Contributions to the Field Results demonstrate sophisticated evidence of planning and development of the project. Most or all of the recommendations from the project are more or less functional with minor effort needed to complete. Results are of interest to collaborating partner and/or larger community and significantly advances the field of higher education. Results demonstrate good evidence of planning and development of the project. Many recommendations work, some need additional work to become viable. Results make a contribution to the field of higher education. Demonstrates skills and knowledge Results demonstrate limited evidence of planning and development of the project Some recommendations work with partial function of the rest. Results make a small contribution to the field of higher education. Demonstrates skills and knowledge of how to implement An intervention/solution to a problem of practice at a novice or below level. Results do not establish criteria for development of the project. Few if any recommendations are functional. Major areas not started or addressed. Results make no contribution to the field of higher education.