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

Transcription

1 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 and professional growth by identifying areas of strength/weakness and opportunities for development under the direction of faculty mentors. Name: Start Date of Program: Credit Hours Completed: Advisor/Chair: Employer (Institution, Title, Contact Info): The Academic Year in Review (To be completed by student) 1. Statement of research interest(s) and/or research in progress 2. Conference papers submitted/accepted/delivered 3. Articles submitted/accepted/published 4. Funding (all sources) proposed/received 5. Professional development/activities/experiences 6. Recognition/honors/awards

2 7. Goals/milestones for the coming year 8. Statement indicating how student has integrated doctoral coursework with professional work 9. Self-assessment of academic performance using performance indicators below (for each indicator, rate performance in Notes column) Faculty Assessment of Academic Performance Indicators (10) Strong Acceptable Weak Improvements Needed Notes Written Communication Skills Always or usually writes in a clear and coherent manner, builds on literature in the field, has a thesis that is concrete and specific, develops the thesis logically, uses supporting evidence for the thesis, uses a style that is engaging, observes APA guidelines, and uses correct spelling, grammar, punctuation, and syntax Occasionally or inconsistently writes in a clear and coherent manner, builds on literature in the field, has a thesis that is concrete and specific, develops the thesis logically, uses supporting evidence for the thesis, uses a style that is engaging, observes APA guidelines, and uses correct spelling, grammar, punctuation, and syntax Rarely or never writes in a clear and coherent manner, builds on literature in the field, has a thesis that is concrete and specific, develops the thesis logically, uses supporting evidence for the thesis, uses a style that is engaging, observes APA guidelines, and uses correct spelling, grammar, punctuation, and syntax

3 Oral Communication Skills Always or usually presents information in a logical and engaging fashion, makes appropriate use of graphics and/or supporting materials, maintains eye contact with audience, and uses a clear voice that can be heard by audience members Occasionally or inconsistently presents information in a logical and engaging fashion, makes appropriate use of graphics and/or supporting materials, maintains eye contact with audience, and uses a clear voice that can be heard by audience members Rarely or never presents information in a logical and engaging fashion, makes appropriate use of graphics and/or supporting materials, maintains eye contact with audience, and uses a clear voice that can be heard by audience members Analysis Usually or always identifies themes, patterns, and nuances in an assigned reading; theories or ideas proposed by an author that have applicability to a given situation; a theory that fail to support applicability in a situation; identifies a writer s point of view (philosophical leaning) and recognizes similarities or Occasionally or inconsistently identifies themes, patterns, and nuances in an assigned reading; identifies parts of theories or ideas proposed by an author that have applicability to a given situation; identifies parts of a theory that fail to support applicability in a situation; identifies a writer s point of view (philosophical Rarely or never identifies themes, patterns, and nuances in an assigned reading; theories or ideas proposed by an author that have applicability to a given situation; a theory that fail to support applicability in a situation; identifies a writer s point of view (philosophical leaning) and recognizes similarities or

4 differences between theories or writers points of view leaning) and recognizes similarities or differences between theories or writers points of view differences between theories or writers points of view Synthesis Assumes the point of view at the core of a theory or author s writing to address a question or make a point; identifies the effect(s) of the concepts or ideas in given situations Confuses information from two or more theories or writers; does not clearly indicate how a writer s proposition or a theoretical work can be used to address a question contained in an assignment Does not indicate the ability to apply ideas or theories to the solution of problems or to address a question contained in an assignment Evaluation/Judgment Presents information from respected sources to support and/or refute theoretical concepts or ideas presented by an author; presents scenarios describing the usefulness or nonusefulness of the theory or information for use by education professionals Uses personal values as a basis for accepting or rejecting theories or writers ideas Indicates acceptance of theories or writers ideas without any question as to their merit or agreement with personal belief systems Collaborative Skills Works with all or most students in the class; Seldom initiates interaction with a broad spectrum Works solely on projects with a specific group of

5 demonstrates the ability to engage diverse personalities in projects or in a discussion of students within the class other students Independence Rarely asks instructor for assistance with assignments or with various elements of research and writing; is resourceful when confronted with novel or perplexing material or assignments Sometimes asks instructor for assistance with assignments or with various elements of research and writing; is occasionally resourceful when confronted with novel or perplexing material or assignments Routinely asks instructor for assistance with assignments or with various elements of research and writing; is not resourceful when confronted with novel or perplexing material or assignments Openness to Feedback Appears to value and use feedback as a means of enhancing understanding and strengthening performance Accepts feedback as a routine exchange between professor and student Reacts defensively to feedback Timely Completion of Assignments Always submits assignments on time Usually submits assignments on time Routinely asks for extensions or otherwise fails to deliver assignments on time Demonstrated Breadth of Understanding of (or Curiosity about) In class discussions and in writing assignments, often In class discussions and in writing assignments, In class discussions and in writing assignments,

6 Higher Education Issues/Problems incorporates references to current issues, problems, or challenges facing the higher education enterprise sometimes incorporates references to current issues, problems, or challenges facing the higher education enterprise rarely incorporates references to current issues, problems, or challenges facing the higher education enterprise