MS Health Care Administration ( )

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "MS Health Care Administration (2014 2015)"

Transcription

1 MS Health Care Administration ( ) Program Information Point of Contact Alberto Coustasse Support for University and College Missions Marshall University is a multi campus public university providing innovative undergraduate and graduate education that contributes to the development of society and the individual. The University actively facilitates learning through the preservation, discovery, synthesis, and dissemination of knowledge. University Mission Programs must state their Program Mission and specify how this mission supports both the University's Mission as well as any Mission that the College the Program is housed under happens to have. College Mission The Mission of the Lewis College of Business is to help students succeed in becoming business leaders. The College distinguishes itself by providing a current and comprehensive business education to students from West Virginia and beyond with an emphasis on continuously improving student services and experiences. Program Mission The mission of the MS in Health Care Administration is to prepare students for careers in the management of healthcare related organizations. Support for College Mission Our mission supports the mission of the Graduate College in that we provide quality education, disseminate knowledge of technical tools and provide opportunities to students in order to develop their personal growth and enhance their intellectual and professional skills. Our mission supports the mission of the College of Business in that we provide students with communication, critical thinking, and problem solving skills that allow them to think clearly and independently. Support for University Mission This graduate program prepares quality practitioners committed to health and healthcare, which contributes to the development of the individual and the society as a whole. The program facilitate learning and disseminate knowledge through advanced and specialized study providing them with the tools and skills that they will need supporting the university mission.

2 Learning Outcomes Oral Communication: Students will be able to communicate orally in an effective and professional manner in a healthcare environment/organization. HCA 655 Healthcare Research project Presentation Capstone HCA 695 Healthcare Research project Presentation Advanced Written Communication: Students will be able to communicate effectively in writing within a healthcare environment/organization. HCA 600 Executive Summary of Health Care Research Project Capstone HCA 695 Executive Summary of Health Care Research Project Advanced

3 Healthcare Finance: Students will be able to understand, interpret and use financial information to improve organizational decision making. HCA 610 case study with financial calculations Capstone MGT 699 and or HCA 695 case study with financial calculations Advanced Decision Making/Problem Solving: Students will be able to generate alternatives and define evaluative criteria for making choices. HCA 653: Integrated Healthcare Delivery Systems Case study assignment Capstone HCA 630: Legal Issues in Healthcare Management and or MGT 699 (capstone). Case study assignment Advanced Critical Thinking: Students will be able to analyze and interpret discipline specific readings from health information systems and healthcare finance which will allow the identification and improvement of healthcare organizations efficiency and effectiveness. HCA 656: Management of Health Care Technology and Information Systems Critical Thinking/Reading Analysis Capstone HCA 695: Field Research/Health Care Management (Future Capstone) Critical Thinking/Reading Analysis Advanced

4 Rubrics Oral Communication: Students will be able to communicate orally in an effective and professional manner in a healthcare environment/organization. Organization The speaker fails to use an introduction or conclusion and fails to provide a reasonably clear and logical progression within and between ideas. The structure of the presentation interferes with the clarity and logic of the ideas being presented. The speaker uses an appropriate introduction and conclusion and provides a reasonably clear and logical progression within and between ideas. The speaker uses an exceptional introduction and conclusion and provides an exceptionally clear and logical progression within and between ideas. Audience Appropriateness The speaker uses unclear or inappropriate language that would result in substantial miscommunication with the intended The speaker uses some inappropriate language that would distract the intended The speaker uses language that is reasonably clear and appropriate for the intended The speaker uses language that is exceptionally clear and appropriate for the intended Voice Quality Presenter mumbles or speaks too quietly for all audience members to hear. Delivery is forced with little or no vocal variety. Delivery contains significant instances where speaker could not be heard or understood. Voice quality is erratic. Delivery is mostly clear and natural. Limited instances where speaker could not be heard or understood. With few exceptions, voice quality is used to emphasize points. Delivery is clear, natural, conversational, and enhanced by good vocal variety. Vocal quality is used effectively to emphasize points and reinforce structure. Listeners are distracted by Frequent grammatical errors, Some grammatical errors; Insignificant grammatical Grammar/Word Choice grammatical errors. Inappropriate word choice. incomplete sentences, and run on sentences; Frequent poor some incomplete sentences or run on sentences; some poor errors and appropriate word choice. Sentences flow Sentences do not flow well. word choice. word choice. together well. Eye Contact & Body Language Distracting body language and lack of eye contact prevent effective communications with Body language and lack of eye contact reflect reluctance to interact with Body language and eye contact reflect some discomfort interacting with Body language and eye contact reflect comfort interacting with Communication Aids Communication aids distract or are used inappropriately, are difficult to read, and contain unimportant information. Communication aids have numerous errors that interfere with effectiveness of presentation. Communication aids contribute overall but have errors, are difficult to read, or include too much or too little information Communication aids enhance presentation. Aids appear professional and important information is included. Personal Appearance Inappropriate for audience and/or topic. Questionable for audience and/or topic. Appropriate for audience and/or topic. Highly professional appearance. The speaker presents a topic The speaker presents a topic The speaker presents a topic The speaker presents a topic and a focus that are or a focus that is inappropriate and a focus that are and a focus that are Clear Topic Coverage inappropriate for the purpose, for the purpose, time approporiate for the purpose, exceptionally appropriate for time constraints, or intended constraints, or intended time constraints, and the purpose, time constraints, and

5 Written Communication: Students will be able to communicate effectively in writing within a healthcare environment/organization. Organization Writing lacks logical organization. Reader cannot identify a line of reasoning. Writing is not arranged logically. Frequently, ideas fail to make sense together and are not linked. By thinking hard, reader can usually figure out the line of reasoning. Ideas are arranged to support the writer s purpose, but order is sometimes questionable. Ideas are usually clearly linked to each other. Reader can usually follow line of reasoning. Ideas are arranged logically to support the purpose. Ideas flow smoothly from one to another and are clearly linked to each other. Reader can follow the line of reasoning. Purpose Purpose is generally unclear and/or not even apparent. Purpose is not clear, nor is it easy to find an implied purpose. Writing has a clear purpose, but may occasionally digress. Writer s purpose is readily apparent to the selected audience and is clear. Grammar and mechanics (sentence structure, punctuation, spelling) Sentence structure and grammar errors are so numerous that the reader stops reading. Confusing sentences. Numerous errors distract reader. Sentences are functional. Errors are present but do not distract from the meaning. Sentences are wellconstructed. They vary in length and structure, and flow well. Writing is almost errorfree, and reads well. Relevance No reference made to current practice. Poor understanding of the topic. Good understanding of topic and covering of issues. Communicate through understanding of topic and provides insight to topic. Poor evidence to support Evidence to support claims is Compelling evidence is given Evidence is not cited to statement of the study. generally present. Attribution is to support claims. Attribution Use of Research support claims. No citation Existences of some often clearly given. Some is clear and fairly presented. present. inconsistencies in format of inconsistencies in format of Consistently correct and citation are present. citation. appropriate format of citation. Content Neither purpose nor hypothesis clearly present. Information seems random. Analysis is vague or not evident. Reader is confused or Poorly presented purpose or hypothesis. Poor analysis is presented. The reader sometimes gets confused. Information provides firm support for hypothesis and displays evidence of a basic analysis of a sufficiently limited topic. Reader gains Even, balanced information effectively supports a central purpose or hypothesis and displays a thoughtful in depth analysis of a topic. Reader misinformed. some insights. gains insights.

6 Healthcare Finance: Students will be able to understand, interpret and use financial information to improve organizational decision making. Identification & Summarization Does not recognize any issues or mentions issues unrelated to financial facts Recognizes 1 financial issue but does not elaborate OR provides a poor description Recognizes 1 financial issue and provides a summary of the issue Recognizes 2 or more financial issues and thoroughly summarizes each of the issues Copies ratio(s)/ financial terms Copies ratio(s)/financial terms Describes 1 relevant Interprets 1 relevant Interpretation from source but fails to from source and attempts to ratio/financial term with ratio/financial term so a interpret its importance interpret its importance technical jargon layperson can understand Calculation Fails to calculate any ratio/financial item Miscalculates the ratio(s)/financial item Accurately calculates at least 1 ratio/financial item Accurately calculates 2 or more ratios/financial item Assumptions Does not ID any assumptions Recognizes 1 assumption, but does not elaborate Identifies 2 or more assumptions necessary for analysis Identifies 2 or more assumptions and explains these key assumptions Knowledge Repeats facts and does not discuss the relevance of these facts. Repeats facts and provides unrelated information or knowledge. Cites facts and related knowledge from theoretical or real life experience. Discusses and cites facts and related knowledge; Adds knowledge from personal experience.

7 Decision Making/Problem Solving: Students will be able to generate alternatives and define evaluative criteria for making choices. Clearly identifies the main problem and embedded or Problem Identification Does not clearly identify the problem; Identifies an inappropriate problem or represents the issue inaccurately. Poorly identifies main problem and often fail to include the subsidiary issues; poorly describe relationships between sub issues Clearly identifies main problem and includes some of the subsidiary issues; Some discussion or relationships between sub issues. implicit aspects of the problem; Clearly addresses the relationship among sub issues; Identifies not only the basics of the issue but also recognizes subtle nuances of the issue. Alternative Identification Fails to identify alternatives; Ignores bias; Misses major content areas; Detects no inconsistencies; Chooses biased sources. Identify inappropriate alternatives; poorly categorizes contents; poorly identifies inconsistencies Provide few alternatives but does not justify; Categorizes content; Identifies inconsistencies. Accurately identify relevant alternatives with justifications; Detects bias and/or refutes bias; Examines inconsistencies. Fails to draw any evaluation Incorporate evaluation criteria criteria; Poorly formulates evaluation Formulates evaluation criteria; into the policy alternatives; Analysis & Evaluation Sees no arguments; Overlooks differences; criteria; poorly recognize arguments; poorly compare Recognizes arguments; Notices differences; Uses reasonable judgment; Discriminates rationally; Omits research. differences Evaluates data. Synthesizes data; Vies information critically. Solution Omits argument; Misrepresents issues; Excludes data; Draws faulty conclusions; Shows intellectual dishonesty. Argues poorly; Poorly identifies relevant issues; Poorly attributes sources; Does not elaborate related issues; poorly incorporate solutions. Argues clearly; Identifies relevant issues; Attributes sources; Suggests solutions; Incorporates information. Argues succinctly; Discusses related issues thoroughly; Shows intellectual honesty; Justifies decisions; Assimilates information.

8 Critical Thinking: Students will be able to analyze and interpret discipline specific readings from health information systems and healthcare finance which will allow the identification and improvement of healthcare organizations efficiency and effectiveness. Does not recognize any Identifies and Summarizes problem at issue problems with the structure of the case study/reading analysis or mentions problems that are not based on facts of the case study/reading analysis. Recognizes one problem but doesn t elaborate on it and/or provides poor description of the problem. Recognizes one or more key problems with the case study/reading analysis. Recognizes multiple problems in the case study/reading analysis. Indicates some issues are more important than others and explains why. Identifies and questions the Key Assumptions Does not identify the assumptions that underlie the structure of the case study/reading analysis. Recognizes one key assumption but doesn t elaborate on it and/or provides poor description of the assumption. Identifies some of the key assumptions of the case study/reading analysis. validity of the key assumptions that underlie the structure of the case study/reading analysis, and recognizes how assumptions influence the outcome of the case study/ reading analysis. Clearly describes the unique Perspective Does not uncover the perspectives of any characters in the case study/reading analysis. Considers one perspective of the characters in the case analysis and/or provides description of it. Considers the perspectives of individuals who influence structure of case study/reading analysis. perspectives of multiple key characters. And understands what these perspectives mean for the structure of the case study/reading analysis. Discusses facts of the case Knowledge Simply repeats facts listed in case study/reading analysis and does not discuss the relevance of these facts. Simply repeats facts listed in case study/reading analysis and provides information not related to knowledge or unclear discussion. Considers facts from the case study/reading analysis and cites related Health Informatics knowledge from theoretical or empirical research. study/reading analysis in relation to empirical and theoretical research in HIS and add knowledge from personal experience and/or other experience.

MS Health Care Administration (2013 2014)

MS Health Care Administration (2013 2014) MS Health Care Administration (2013 2014) Program Information Point of Contact Alberto Coustasse (coustassehen@marshall.edu) Support for University and College Missions Marshall University is a multi campus

More information

MS Human Resource Management (2014 2015)

MS Human Resource Management (2014 2015) MS Human Resource Management (2014 2015) Program Information Point of Contact Ivan Muslin (muslin@marshall.edu) Support for University and College Missions Marshall University is a multi campus public

More information

MBA Business Administration (2014 2015)

MBA Business Administration (2014 2015) MBA Business Administration (2014 2015) Program Information Point of Contact Ivan Muslin (muslin@marshall.edu) Support for University and College Missions Marshall University is a multi campus public university

More information

Assessment of Learning Structure for MBA Cluster Programs

Assessment of Learning Structure for MBA Cluster Programs Assessment of Learning Structure for MBA Cluster Programs LCOB Mission Statement Overarching Goal for MBA Cluster Programs The Mission of the LCOB is to be a leading state institution for the education

More information

Business Rubric Examples

Business Rubric Examples Business Rubric Examples Rubrics from the University of Scranton Business Strategy Analysis Rubric 2 Case Analysis Rubric 3 Decision Making Rubric 4 Critical Thinking Rubric 5 Ethical Considerations Rubric

More information

Follow-Up Program Review. Bachelor of Business Administration in Management Information Systems. College of Business. March 2014 MARSHALL UNIVERSITY

Follow-Up Program Review. Bachelor of Business Administration in Management Information Systems. College of Business. March 2014 MARSHALL UNIVERSITY Follow-Up Program Review Bachelor of Business Administration in Management Information Systems College of Business March 2014 MARSHALL UNIVERSITY The Marshall University Board of Governors requested that

More information

ASSESSMENT PLAN. Department of Marketing. College of Business Illinois State University. Integrated Marketing Communication Sequence.

ASSESSMENT PLAN. Department of Marketing. College of Business Illinois State University. Integrated Marketing Communication Sequence. ASSESSMENT PLAN Department of Marketing College of Business Illinois State University Integrated Marketing Communication Sequence Summer 2006 INTRODUCTION This document describes the assessment plan employed

More information

Grading Rubrics PHD Program MGMT 7702 The nature of management research

Grading Rubrics PHD Program MGMT 7702 The nature of management research Grading Rubrics PHD Program MGMT 7702 The nature of management research Course participation and course involvement / presentation of assigned chapters reading (1/2) Learning outcome Below expectations

More information

Grading Rubrics PHD Program MGMT 7710 Human Resources Management Course participation

Grading Rubrics PHD Program MGMT 7710 Human Resources Management Course participation Course participation 1. Shows a wide range of knowledge in contemporary issues in HRM Draws accurately on a few classic theories of HRM Draws accurately on a variety of classic theories of HRM and is sometimes

More information

IACBE Advancing Academic Quality in Business Education Worldwide

IACBE Advancing Academic Quality in Business Education Worldwide IACBE Advancing Academic Quality in Business Education Worldwide Example of a Research Project Evaluation Rubric International Assembly for Collegiate Business Education 11374 Strang Line Road Lenexa,

More information

MS Criminal Justice (2014 2015)

MS Criminal Justice (2014 2015) MS Criminal Justice (2014 2015) Program Information Point of Contact Kim DeTardo Bora (detardobora@marshall.edu) Support for University and College Missions Marshall University is a multi campus public

More information

Sample Project Rubric

Sample Project Rubric Sample Project Rubric Title of Report Author Course Objectives To Be Evaluated Broad competencies in the area of emphasis: Interpretation of concepts, themes, methodologies and theories from the broad

More information

BA Criminal Justice (2013-2014)

BA Criminal Justice (2013-2014) BA Criminal Justice (2013-2014) Program Information Point of Contact Kim DeTardo-Bora (detardobora@marshall.edu) Support for University and College Missions Marshall University is a multi-campus public

More information

Goal 1: Professional Communication: Graduates of the MBA program will communicate effectively as managers.

Goal 1: Professional Communication: Graduates of the MBA program will communicate effectively as managers. Learning Goals for the MBA Program The College of Business at West Texas A&M University seeks to prepare students in the Master of Business Administration (MBA) degree program for careers in business and

More information

MA Psychology (2013-2014)

MA Psychology (2013-2014) MA Psychology (2013-2014) Program Information Point of Contact Marianna Linz (linz@marshall.edu) Support for University and College Missions Marshall University is a multi-campus public university providing

More information

BA Psychology (2014 2015)

BA Psychology (2014 2015) BA Psychology (2014 2015) Program Information Point of Contact Marianna Linz (linz@marshall.edu) Support for University and College Missions Marshall University is a multi campus public university providing

More information

Staten Island Technical High School Forensic Science

Staten Island Technical High School Forensic Science Organization (nb) Each page is dated and numbered consecutively. The table of contents is detailed, current, and accurate. Continuation notes are used when necessary. missing from high elements missing

More information

MEMORANDUM. RE: MPA Program Capstone Assessment Results - CY 2003 & 2004

MEMORANDUM. RE: MPA Program Capstone Assessment Results - CY 2003 & 2004 MEMORANDUM TO: CC: FROM: MPA Program Faculty Mark Rosentraub, Dean Dennis Keating, Associate Dean Vera Vogelsang-Coombs Associate Professor & Director DATE: May 29, 2005 RE: MPA Program Capstone Assessment

More information

BS in Social Sciences

BS in Social Sciences Learning Outcome Data Collection and Analysis Results of Evaluation Students will demonstrate knowledge of the disciplines of geography, sociology, and political science in terms of its history, content,

More information

Rubrics for Assessing Student Writing, Listening, and Speaking High School

Rubrics for Assessing Student Writing, Listening, and Speaking High School Rubrics for Assessing Student Writing, Listening, and Speaking High School Copyright by the McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein

More information

Social Entrepreneurship MBA AOL Rubric 2014

Social Entrepreneurship MBA AOL Rubric 2014 L1. Leadership and Teamwork: Our graduates will develop leadership skills and be able to work with internal and external stakeholders effectively. L11. Out students will have high-performance leadership

More information

PhD Programs. Dissertation Rubric

PhD Programs. Dissertation Rubric PhD Programs Dissertation Rubric Purpose The purpose of this rubric is to give doctoral candidates a clear understanding of the criteria that will be used to guide the assessment of the quality of their

More information

COM207: CREATIVE WRITING: FICTION SYLLABUS LECTURE HOURS/CREDITS: 3/3

COM207: CREATIVE WRITING: FICTION SYLLABUS LECTURE HOURS/CREDITS: 3/3 COM207: CREATIVE WRITING: FICTION SYLLABUS LECTURE HOURS/CREDITS: 3/3 CATALOG DESCRIPTION Prerequisite: ENG101 English Composition I Students study a variety of short fiction for story structure and write

More information

Student Outcome Assessment Plan Undergraduate Program for BS Business Degree

Student Outcome Assessment Plan Undergraduate Program for BS Business Degree Student Outcome Assessment Plan Undergraduate Program for BS Business Degree Craig School of Business California State University Summer, 2011 Revised February, 2013 I. Mission Statement A. Craig School

More information

Research Paper Rubric

Research Paper Rubric Research Paper Rubric Category Title Page Thesis Statement Introduction Body Organization- Structural Development of the Idea Conclusion Mechanics Usage Citation Bibliography Exceeds Standard Meets Standard

More information

Appendix A. Higher Education Program Masters Higher Education Administrator Evaluation Rubric

Appendix A. Higher Education Program Masters Higher Education Administrator Evaluation Rubric Appendix A Higher Education Program Masters Higher Education Administrator Evaluation Rubric Program Objective: Understanding the importance of equity and social justice, graduates of the Masters in Higher

More information

Cert Behavioral Statistics (2014 2015)

Cert Behavioral Statistics (2014 2015) Cert Behavioral Statistics (2014 2015) Program Information Point of Contact Marianna Linz (linz@marshall.edu) Support for University and College Missions Marshall University is a multi campus public university

More information

IACBE Advancing Academic Quality in Business Education Worldwide

IACBE Advancing Academic Quality in Business Education Worldwide IACBE Advancing Academic Quality in Business Education Worldwide Example of a Business Plan Evaluation Rubric International Assembly for Collegiate Business Education 74 Strang Line Road Lenexa, Kansas

More information

BA Criminal Justice (2014 2015)

BA Criminal Justice (2014 2015) BA Criminal Justice (2014 2015) Program Information Point of Contact Kim DeTardo Bora (detardobora@marshall.edu) Support for University and College Missions Marshall University is a multi campus public

More information

CFSD 21 ST CENTURY SKILL RUBRIC CRITICAL & CREATIVE THINKING

CFSD 21 ST CENTURY SKILL RUBRIC CRITICAL & CREATIVE THINKING Critical and creative thinking (higher order thinking) refer to a set of cognitive skills or strategies that increases the probability of a desired outcome. In an information- rich society, the quality

More information

GRADE 11 English Language Arts Standards Pacing Guide. 1 st Nine Weeks

GRADE 11 English Language Arts Standards Pacing Guide. 1 st Nine Weeks 1 st Nine Weeks A. Verify meanings of words by the author s use of definition, restatement, example, comparison, contrast and cause and effect. B. Distinguish the relationship of word meanings between

More information

IACBE Advancing Academic Quality in Business Education Worldwide

IACBE Advancing Academic Quality in Business Education Worldwide IACBE Advancing Academic Quality in Business Education Worldwide Example of a Supervisor of Internship Rubric International Assembly for Collegiate Business Education 11374 Strang Line Road Lenexa, Kansas

More information

MS Sports Administration (2014 2015)

MS Sports Administration (2014 2015) MS Sports Administration (2014 2015) Program Information Point of Contact Jennifer Mak (mak@marshall.edu) Support for University and College Missions Marshall University is a multi campus public university

More information

MASTER OF SCIENCE IN COMPUTER SCIENCE

MASTER OF SCIENCE IN COMPUTER SCIENCE MASTER OF SCIENCE IN COMPUTER SCIENCE Mission Statement The mission of the Department of Computer Science is to provide a high-quality, studentoriented educational experience to undergraduate and graduate

More information

School of Security and Global Studies Masters of Legal Studies Program

School of Security and Global Studies Masters of Legal Studies Program School of Security and Global Studies Masters of Legal Studies Program Course Number: LSTD 699 Credit Hours: 3 Length of Course: 16 Weeks Prerequisite(s): Students may take the research seminar after all

More information

STUDENT OUTCOMES ASSESSMENT PLAN (SOAP)

STUDENT OUTCOMES ASSESSMENT PLAN (SOAP) MS PROGRAM IN C OMPUTER SCIENCE DEPARTMENT OF C OMPUTER SCIENCE College of Science and Mathematics STUDENT OUTCOMES ASSESSMENT PLAN (SOAP) I. Mission Statement The mission of the Department of Computer

More information

BS Environmental Science (2013-2014)

BS Environmental Science (2013-2014) BS Environmental Science (2013-2014) Program Information Point of Contact Brian M. Morgan (brian.morgan@marshall.edu) Support for University and College Missions Marshall University is a multi-campus public

More information

NDNU GRADUATE LEVEL INSTITUTIONAL LEARNING OUTCOMES

NDNU GRADUATE LEVEL INSTITUTIONAL LEARNING OUTCOMES S WORKING DRAFT FOR PILOT ACROSS GRADUATE PROGRAMS Approved by GASCC; Revised by the Assessment Council, Spring 2013 April 2 nd, 2013 Notre Dame de Namur University Note: Most rubrics adapted from AAC&U

More information

PsyD Psychology (2014 2015)

PsyD Psychology (2014 2015) PsyD Psychology (2014 2015) Program Information Point of Contact Marianna Linz (linz@marshall.edu) Support for University and College Missions Marshall University is a multi campus public university providing

More information

Rubric for Public Speaking

Rubric for Public Speaking Rubric for Public Speaking Student s Name Date Course name and number Professional Studies Group No. (if applicable) Instructor: Circle one number (-) for each category. Add the total and divide by 0 for

More information

Educator Scoring Tool for GED Ready Reasoning Through Language Arts (RLA) Extended Response

Educator Scoring Tool for GED Ready Reasoning Through Language Arts (RLA) Extended Response 2014 GED Test Resources Educator Scoring Tool for GED Ready Reasoning Through Language Arts (RLA) Extended Response This tool was designed to help teachers better understand how their students responses

More information

AP ENGLISH LANGUAGE AND COMPOSITION 2009 SCORING GUIDELINES

AP ENGLISH LANGUAGE AND COMPOSITION 2009 SCORING GUIDELINES AP ENGLISH LANGUAGE AND COMPOSITION 2009 SCORING GUIDELINES Question 1 The score should reflect a judgment of the essay s quality as a whole. Remember that students had only 15 minutes to read the sources

More information

UNIVERSITY OF KENTUCKY PROGRAM ASSESSMENT PLAN Department of Family Sciences Masters of Science

UNIVERSITY OF KENTUCKY PROGRAM ASSESSMENT PLAN Department of Family Sciences Masters of Science UNIVERSITY OF KENTUCKY PROGRAM ASSESSMENT PLAN Department of Family Sciences Masters of Science 1. Introduction [identify college, unit, and degree programs] 1.1. Unit Mission Statement The Vision of the

More information

AP ENGLISH LANGUAGE AND COMPOSITION 2015 SCORING GUIDELINES

AP ENGLISH LANGUAGE AND COMPOSITION 2015 SCORING GUIDELINES AP ENGLISH LANGUAGE AND COMPOSITION 2015 SCORING GUIDELINES Question 1 The essay s score should reflect the essay s quality as a whole. Remember that students had only 15 minutes to read the sources and

More information

LEARNING, DESIGN AND TECHNOLOGY CAPSTONE PROJECT GUIDELINES

LEARNING, DESIGN AND TECHNOLOGY CAPSTONE PROJECT GUIDELINES LEARNING, DESIGN AND TECHNOLOGY CAPSTONE PROJECT GUIDELINES For CUIN LDT Master s Students PURPOSE OF THE LDT CAPSTONE PROJECT As part of the program requirements for the Learning, Design & Technology

More information

EIGHT PUBLIC SPEAKING COMPETENCIES & CRITERIA FOR ASSESSMENT

EIGHT PUBLIC SPEAKING COMPETENCIES & CRITERIA FOR ASSESSMENT EIGHT PUBLIC SPEAKING COMPETENCIES & CRITERIA FOR ASSESSMENT Competency One Chooses and narrows a topic appropriately for the audience & occasion. The speaker presents a topic and a focus that are exceptionally

More information

BS Computer Science (2013 2014)

BS Computer Science (2013 2014) BS Computer Science (2013 2014) Program Information Point of Contact Venkat Gudivada (gudivada@marshall.edu) Support for University and College Missions Marshall University is a multi campus public university

More information

2. SUMMER ADVISEMENT AND ORIENTATION PERIODS FOR NEWLY ADMITTED FRESHMEN AND TRANSFER STUDENTS

2. SUMMER ADVISEMENT AND ORIENTATION PERIODS FOR NEWLY ADMITTED FRESHMEN AND TRANSFER STUDENTS Chemistry Department Policy Assessment: Undergraduate Programs 1. MISSION STATEMENT The Chemistry Department offers academic programs which provide students with a liberal arts background and the theoretical

More information

Cert Family Nurse Practitioner (2014 2015)

Cert Family Nurse Practitioner (2014 2015) Cert Family Nurse Practitioner (2014 2015) Program Information Point of Contact Dr. Denise Landry (landry@marshall.edu) Support for University and College Missions Marshall University is a multi campus

More information

Course Facilitator. Course Description

Course Facilitator. Course Description Claremont Graduate University Master of Public Health Program CGH 307: Public Health Capstone Academic Year 2014 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

More information

Campus Instructional Consulting Franklin Hall 004, 855-9023, www.indiana.edu/~teaching. Page 1

Campus Instructional Consulting Franklin Hall 004, 855-9023, www.indiana.edu/~teaching. Page 1 Laboratory Notebook Grading Rubric (http://www.rickhershberger.com/bioactivesite/lab/notebook_rubric.htm) For a grade of "C", your notebook should enable you to repeat and interpret your experiment. o

More information

LOURDES UNIVERSITY Graduate School Master of Science in Nursing NUR 698 NURSING CAPSTONE

LOURDES UNIVERSITY Graduate School Master of Science in Nursing NUR 698 NURSING CAPSTONE LOURDES UNIVERSITY Graduate School Master of Science in Nursing NUR 698 NURSING CAPSTONE Credit Hours: 3 semester hours Prerequisites: All graduate nursing courses Capstone Advisors: PhD Prepared nursing

More information

School Psychology Key Assessment Rubrics. Course #/Title: CSPU 510 Introduction to the Ethical Practice of School Psychology

School Psychology Key Assessment Rubrics. Course #/Title: CSPU 510 Introduction to the Ethical Practice of School Psychology Program: Education- MA School Psychology PLO 1- Law School Psychology Key Assessment Rubrics Course #/Title: CSPU 510 Introduction to the Ethical Practice of School Psychology Assignment Title: Research

More information

LEARNING OUTCOME ASSESSMENT APPROACH FOR COMPETENCIES IN BUSINESS ADMINISTRATION

LEARNING OUTCOME ASSESSMENT APPROACH FOR COMPETENCIES IN BUSINESS ADMINISTRATION LEARNING OUTCOME ASSESSMENT APPROACH FOR COMPETENCIES IN BUSINESS ADMINISTRATION Enclosed is the Learning Outcome Assessment review for the academic programs in Business Administration and describes the

More information

Department of Communication Studies M.A. Program Annual Report 2010-2011

Department of Communication Studies M.A. Program Annual Report 2010-2011 Department of Communication Studies M.A. Program Annual Report 2010-2011 This report documents the Department of Communication Studies efforts in assessing student learning outcomes in its graduate Masters

More information

STUDENT HANDBOOK FOR MSAH 7000 MASTER S THESIS OTTERBEIN UNIVERSITY DEPARTMENT OF HEALTH AND SPORT SCIENCES WESTERVILLE, OHIO

STUDENT HANDBOOK FOR MSAH 7000 MASTER S THESIS OTTERBEIN UNIVERSITY DEPARTMENT OF HEALTH AND SPORT SCIENCES WESTERVILLE, OHIO STUDENT HANDBOOK FOR MSAH 7000 MASTER S THESIS OTTERBEIN UNIVERSITY DEPARTMENT OF HEALTH AND SPORT SCIENCES WESTERVILLE, OHIO This document serves as the syllabus for all sections of MSAH 7000 Effective

More information

Prepared Public Speaking

Prepared Public Speaking Prepared Public Speaking Purpose: The purpose of the Prepared Public Speaking CDE is to allow students to develop a speech pertaining to a topic in agriculture. It aims to provide the opportunity for personal

More information

Cert Information Security (2013 2014)

Cert Information Security (2013 2014) Cert Information Security (2013 2014) Program Information Point of Contact Tracy Christofero (christofero@marshall.edu) Support for University and College Missions Marshall University is a multi campus

More information

Van Buren School District Teacher Evaluation Revised 9/05/14 Speech Language Pathologist

Van Buren School District Teacher Evaluation Revised 9/05/14 Speech Language Pathologist Van Buren School District Teacher Evaluation Revised 9/05/14 Speech Pathologists are required to participate in all aspects of TESS and the VBSD Teacher Evaluation Plan. Speech Pathologist will follow

More information

School of Nursing RN to BSN option Program Assessment Plan

School of Nursing RN to BSN option Program Assessment Plan School of Nursing RN to BSN option Program Assessment Plan Program learning outcomes: For the purpose of program assessment, a set of eight broad program learning outcomes have been developed. The successful

More information

CRITICAL AND CREATIVE THINKING RUBRIC GRADUATE PROGRAMS

CRITICAL AND CREATIVE THINKING RUBRIC GRADUATE PROGRAMS CRITICAL AND CREATIVE THINKING RUBRIC GRADUATE PROGRAMS Adapted from the AACU LEAP rubrics, the Bases of Competence skills, Ontario Council of Academic Vice-Presidents Graduate Degree Level Expectations,

More information

AP ENGLISH LANGUAGE AND COMPOSITION 2010 SCORING GUIDELINES (Form B)

AP ENGLISH LANGUAGE AND COMPOSITION 2010 SCORING GUIDELINES (Form B) AP ENGLISH LANGUAGE AND COMPOSITION 2010 SCORING GUIDELINES (Form B) Question 1 The score should reflect a judgment of the essay s quality as a whole. Remember that students had only 15 minutes to read

More information

The University of Adelaide Business School

The University of Adelaide Business School The University of Adelaide Business School MBA Projects Introduction There are TWO types of project which may be undertaken by an individual student OR a team of up to 5 students. This outline presents

More information

Doctoral Program in Higher Education Leadership East Carolina University Annual Review of Student Progress

Doctoral Program in Higher Education Leadership East Carolina University Annual Review of Student Progress Doctoral Program in Higher Education Leadership East Carolina University Annual Review of Student Progress The overarching objective of the Annual Review of Student Progress is to facilitate student academic

More information

Grading Benchmarks FIRST GRADE. Trimester 4 3 2 1 1 st Student has achieved reading success at. Trimester 4 3 2 1 1st In above grade-level books, the

Grading Benchmarks FIRST GRADE. Trimester 4 3 2 1 1 st Student has achieved reading success at. Trimester 4 3 2 1 1st In above grade-level books, the READING 1.) Reads at grade level. 1 st Student has achieved reading success at Level 14-H or above. Student has achieved reading success at Level 10-F or 12-G. Student has achieved reading success at Level

More information

Utilizing the Capstone Experience to Assess a MBA Program: Case Analyses, Groups, and Rubrics

Utilizing the Capstone Experience to Assess a MBA Program: Case Analyses, Groups, and Rubrics Utilizing the Capstone Experience to Assess a MBA Program: Case Analyses, Groups, and Rubrics Floyd G. Willoughby, Oakland University James Suhay, Oakland University Assessment is fast becoming a requirement

More information

Cert Public History (2014 2015)

Cert Public History (2014 2015) Cert Public History (2014 2015) Program Information Point of Contact Nathaniel DeBruin (debruin@marshall.edu) Support for University and College Missions Marshall University is a multi campus public university

More information

A Teacher s Guide: Getting Acquainted with the 2014 GED Test The Eight-Week Program

A Teacher s Guide: Getting Acquainted with the 2014 GED Test The Eight-Week Program A Teacher s Guide: Getting Acquainted with the 2014 GED Test The Eight-Week Program How the program is organized For each week, you ll find the following components: Focus: the content area you ll be concentrating

More information

8 th Grade Georgia Writing Assessment. Wednesday, Jan. 19, 2011

8 th Grade Georgia Writing Assessment. Wednesday, Jan. 19, 2011 8 th Grade Georgia Writing Assessment Wednesday, Jan. 19, 2011 WEDNESDAY, JANUARY 19, 2011 Session Length: 100 minutes Main Administration: One day Grade 8 Writing Assessment Weight Ideas 2 Organization

More information

English II Writing. Persuasive Writing Rubric

English II Writing. Persuasive Writing Rubric English II Writing Persuasive Writing Rubric Score Point 1 The essay represents a very limited writing performance. The organizing structure of the essay is inappropriate to the purpose or the specific

More information

MS Athletic Training (2014 2015)

MS Athletic Training (2014 2015) MS Athletic Training (2014 2015) Program Information Point of Contact Mark Timmonsm ATC PhD (timmonsm@marshall.edu) Support for University and College Missions Marshall University is a multi campus public

More information

Maryland Common Core State Curriculum Framework Standards for Writing Standards in Science and Technical Subjects. Grades 9-12

Maryland Common Core State Curriculum Framework Standards for Writing Standards in Science and Technical Subjects. Grades 9-12 Cluster: Text Types and Purposes CCR Anchor Standard #1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. WHST.11-12.1

More information

Smarter Balanced Assessment Consortium: English/Language Arts Practice Test Scoring Guide Grade 11 Performance Task

Smarter Balanced Assessment Consortium: English/Language Arts Practice Test Scoring Guide Grade 11 Performance Task Smarter Balanced Assessment Consortium: English/Language Arts Practice Test Scoring Guide Performance Task 5/16/2014 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Item # Grade Claim Target DOK Item

More information

The General Education Program at Sweet Briar College

The General Education Program at Sweet Briar College The General Education Program at Sweet Briar College Introduction The purpose of the General Education Program at Sweet Briar College is to provide all students with a common pattern of skills, experiences

More information

WRIT 107 INTRODUCTION TO ACADEMIC WRITING UNIT #1: COMPARE/CONTRAST WRITING. The texts for Unit 1 include essays from: The Kindness of Strangers:

WRIT 107 INTRODUCTION TO ACADEMIC WRITING UNIT #1: COMPARE/CONTRAST WRITING. The texts for Unit 1 include essays from: The Kindness of Strangers: WRIT 107 INTRODUCTION TO ACADEMIC WRITING UNIT #1: COMPARE/CONTRAST WRITING The texts for Unit 1 include essays from: The Kindness of Strangers: o Mea and Cheese in Turkey by Alice Waters o Everything

More information

Master of Public Administration Thesis and Independent Study Guidebook

Master of Public Administration Thesis and Independent Study Guidebook Master of Public Administration Thesis and Independent Study Guidebook 1 Table of Contents Timeline for Independent Study... 3 Timeline for Thesis... 4 Planning Your Study Independent Study or Thesis...

More information

Current Issues in School Leadership 3 credits EDL 827

Current Issues in School Leadership 3 credits EDL 827 Department of Educational Leadership & Policy College of Education & Human Services University of Wisconsin Oshkosh Current Issues in School Leadership 3 credits EDL 827 Course Description This course

More information

NAEP released item, grade 8

NAEP released item, grade 8 Imagine that one of your friends never wants to try anything new. Whether it is a question of what to Write a letter to your friend convincing him or her to try something new. Be sure to describe what

More information

AP ENGLISH LANGUAGE AND COMPOSITION 2008 SCORING GUIDELINES

AP ENGLISH LANGUAGE AND COMPOSITION 2008 SCORING GUIDELINES AP ENGLISH LANGUAGE AND COMPOSITION 2008 SCORING GUIDELINES Question 1 The score should reflect a judgment of the essay s quality as a whole. Remember that students had only 15 minutes to read the sources

More information

FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION. ENGLISH LANGUAGE ARTS (Common Core)

FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION. ENGLISH LANGUAGE ARTS (Common Core) FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION CCE ENGLISH LANGUAGE ARTS (Common Core) Thursday, August 13, 2015 12:30 to 3:30 p.m., only SCORING KEY AND RATING

More information

Course Syllabus: CMM 242 : Corporate Communications and PR Professor David Zaruk. CMM 242 Corporate Communications and PR

Course Syllabus: CMM 242 : Corporate Communications and PR Professor David Zaruk. CMM 242 Corporate Communications and PR Contact Details Course CMM 242 : Corporate Communications and PR Professor David Zaruk CMM 242: Corporate Communications and PR GSM: 0475 61 51 01 E-mail: david.zaruk@riskperception.eu Office hours and

More information

Writing Portfolio Program Quick Reference Guide

Writing Portfolio Program Quick Reference Guide Writing Portfolio Program Quick Reference Guide Now with 100% More Axolotls! What is the Writing Portfolio Program? The University of Saint Joseph (USJ) Writing Portfolio Program (WPP), housed in the Interdisciplinary

More information

Walker College of Business. Assessment Plan for MS in Accounting Degree Program

Walker College of Business. Assessment Plan for MS in Accounting Degree Program Walker College of Business Assessment Plan for MS in Accounting Degree Program MS in Accounting Degree Program Learning Goals 1. Students will demonstrate written and oral communication skills appropriate

More information

LITERACY: READING LANGUAGE ARTS

LITERACY: READING LANGUAGE ARTS IMPORTANT NOTICE TO CANDIDATES: The assessment information in this document is aligned with NBPTS Literacy: Reading Language Arts Standards, Second Edition (for teachers of students ages 3 12). If you

More information

Develop Research Skills Emphasize how research informs almost all writing by crafting assignments that require students to draw on traditional and

Develop Research Skills Emphasize how research informs almost all writing by crafting assignments that require students to draw on traditional and College Writing Program: What Students Should Learn The following are the core skills and ideas students should gain from the College Writing course sequence: Concepts of Writing Students should understand

More information

LDC Template Task Collection 2.0

LDC Template Task Collection 2.0 Literacy Design Collaborative LDC Template Task Collection 2.0 December 2013 The Literacy Design Collaborative is committed to equipping middle and high school students with the literacy skills they need

More information

Pasadena City College / ESL Program / Oral Skills Classes / Rubrics (1/10)

Pasadena City College / ESL Program / Oral Skills Classes / Rubrics (1/10) Pronunciation Classes Pasadena City College / ESL Program / Oral Skills Classes / Rubrics (1/10) ESL 246 SLO #1: Students will recognize and begin to produce correct American-English patterns in short

More information

Information Fluency in Humanities Writing

Information Fluency in Humanities Writing Information Fluency in Humanities Writing Hakan Özoğlu Amelia H. Lyons Amy E. Foster Connie L. Lester Department of History Peer Review of a Research Paper Amelia H. Lyons, Ph.D. Department of History

More information

Essays on Teaching Excellence. Helping Students Help Each Other: Making Peer Feedback More Valuable

Essays on Teaching Excellence. Helping Students Help Each Other: Making Peer Feedback More Valuable Essays on Teaching Excellence Toward the Best in the Academy Volume 14, Number 5, 2002-03 A publication of The Professional & Organizational Development Network in Higher Education (www.podnetwork.org).

More information

French Language and Culture. Curriculum Framework 2011 2012

French Language and Culture. Curriculum Framework 2011 2012 AP French Language and Culture Curriculum Framework 2011 2012 Contents (click on a topic to jump to that page) Introduction... 3 Structure of the Curriculum Framework...4 Learning Objectives and Achievement

More information

Texas Success Initiative (TSI) Assessment. Interpreting Your Score

Texas Success Initiative (TSI) Assessment. Interpreting Your Score Texas Success Initiative (TSI) Assessment Interpreting Your Score 1 Congratulations on taking the TSI Assessment! The TSI Assessment measures your strengths and weaknesses in mathematics and statistics,

More information

M.S. in Information Systems and Operations Management Academic Assessment Plan

M.S. in Information Systems and Operations Management Academic Assessment Plan Office of the Provost M.S. in Information Systems and Operations cademic ssessment Plan Warrington College of Business dministration Kenny Cheng hkcheng@ufl.edu University of Florida Institutional ssessment

More information

Reading Specialist Program Report

Reading Specialist Program Report Reading Specialist Program Report SECTION I--CONTEXT 1. Description of any state or institutional policies that may influence the application of SPA standards Texas certifies reading specialists at the

More information

Biology 101 Poster Evaluation Rubric

Biology 101 Poster Evaluation Rubric Biology 101 Poster Evaluation Rubric Element Weight Excellent (9 10 pts) Good (7 8 pts) Proficient (5 6 pts) Partially Proficient (3 4 pt) Background is thorough, detailed, understandable, and provides

More information

AP ENGLISH LANGUAGE AND COMPOSITION 2007 SCORING GUIDELINES

AP ENGLISH LANGUAGE AND COMPOSITION 2007 SCORING GUIDELINES AP ENGLISH LANGUAGE AND COMPOSITION 2007 SCORING GUIDELINES Question 1 The score should reflect a judgment of the essay s quality as a whole. Remember that students had only 15 minutes to read and 40 minutes

More information

Texas Success Initiative (TSI) Assessment

Texas Success Initiative (TSI) Assessment Texas Success Initiative (TSI) Assessment Interpreting Your Score 1 Congratulations on taking the TSI Assessment! The TSI Assessment measures your strengths and weaknesses in mathematics and statistics,

More information

CALIFORNIA STATE UNIVERSITY, SACRAMENTO Division of Criminal Justice Assessment Plan Bachelor of Science in Criminal Justice

CALIFORNIA STATE UNIVERSITY, SACRAMENTO Division of Criminal Justice Assessment Plan Bachelor of Science in Criminal Justice CALIFORNIA STATE UNIVERSITY, SACRAMENTO Division of Criminal Justice Assessment Plan Bachelor of Science in Criminal Justice The faculty of the Division of Criminal Justice are committed to providing criminal

More information

THE UNIVERSITY OF HONG KONG School of Economics and Finance FINA0601/ FINA4341 Quantitative Risk Management

THE UNIVERSITY OF HONG KONG School of Economics and Finance FINA0601/ FINA4341 Quantitative Risk Management THE UNIVERSITY OF HONG KONG School of Economics and Finance FINA0601/ FINA4341 Quantitative Risk Management GENERAL INFORMATION Instructor: Dr. Grace Xing Hu Email: gracexhu@hku.hk Office: Room 818 K.K.Leung

More information

Respond to all four questions, following the Degree Program Assessment Plan Form Instructions. Attach additional pages as needed.

Respond to all four questions, following the Degree Program Assessment Plan Form Instructions. Attach additional pages as needed. Graduate Degree Program Assessment Plan Cover Sheet (rev. 07): UNIVERSITY OF ARKANSAS AT LITTLE ROCK Plan No. Degree Program: MA Mass Communication Department and College: School of Mass Communication,

More information