interesting, and attempt to address weak attempt to thoughtful the issue address the . States the problem issue Clearly states the in context and Problem definition problem in context, appropriately. is less interesting; Does not provide gives breadth, has less breadth, or does not put depth, and insight depth, and insight the problem in a to the issues and Shows clear context. states why it is it is understanding of Shows limited important. the command over understanding of Looks at a the most relevant the command over question or Use of existing literature (if the most relevant problem that is literature is applicable) literature (if trivial, weak, comprehensive, applicable) unoriginal, or thorough, already solved complete, by the partnering coherent, concise, institution. and up to date (if applicable) Misinterprets or does not understand the literature (if applicable) Critical Thought and Demonstrates Demonstrates Demonstrates Lacks careful Argument mature critical appropriate level of limited critical thought. thinking. critical thinking. thinking. Has a weak, The methods and Uses existing Uses existing inconsistent, techniques to be methods, methods, used are clearly techniques, or techniques, or and fully described approaches in approaches in unconvincing, and justified per correct manner. somewhat and/or invalid purpose and accurate ways. argument. Limitations of the questions design are Limitations of the Methods and explored design are not techniques to be Limitations of the adequately. explored with any used are not design are breadth or depth. adequately explored at length. Sustains an described or argument Sustains an justified. Argument is appropriately and argument, but the focused, logical, is convincing.. argument is not Discussion of rigorous, and imaginative, the limitations of sustained. complex, or the design is convincing incomplete, inappropriate, or erroneous Presentation of Results are Results are Results are not Results are not Findings appropriately somewhat appropriately presented to the presented to both appropriately presented to the particular audience and presented to either particular audience audience or according to the audience or or according to the according to professional according to professional professional scholarly professional scholarly scholarly standards. scholarly standards. practitioner practitioner standards. Presentation of standards but not Presentation of results is both. results is not Presentation of organized and organized in a results is transitions in a Presentation of meaningful missing. meaningful results is narrative that
interesting, and thoughtful . Clearly states the problem in context, gives breadth, depth, and insight to the issues and states why it is it is important. Use of existing literature is comprehensive, thorough, complete, coherent, concise, and up to date (if applicable) States the problem in context and appropriately. Shows understanding of the command over the most relevant literature (if applicable) attempt to address the issue Problem definition is less interesting; has less breadth, depth, and insight Shows limited understanding of the command over the most relevant literature (if applicable) weak attempt to address the issue Does not provide or does not put the problem in a clear context. Looks at a question or problem that is trivial, weak, unoriginal, or already solved by the partnering institution. Misinterprets or does not understand the literature (if applicable) Critical Thought and Argument Demonstrates mature critical thinking. The methods and techniques to be used are clearly and fully described and justified per purpose and questions Limitations of the design are explored at length. Argument is focused, logical, rigorous, and sustained. Demonstrates appropriate level of critical thinking. Uses existing methods, techniques, or approaches in correct manner. Limitations of the design are explored adequately. Sustains an argument appropriately and is convincing.. Demonstrates limited critical thinking. Uses existing methods, techniques, or approaches in somewhat accurate ways. Limitations of the design are not explored with any breadth or depth. Sustains an argument, but the argument is not imaginative, complex, or convincing Lacks careful thought. Has a weak, inconsistent, unconvincing, and/or invalid argument. Methods and techniques to be used are not adequately described or justified. Discussion of the limitations of the design is incomplete, inappropriate, or erroneous Presentation of Findings Results are appropriately presented to both audience and according to professional scholarly standards. Presentation of results is organized and transitions in a meaningful Results are somewhat appropriately presented to either the audience or according to professional scholarly practitioner standards but not both. Presentation of results is Results are not appropriately presented to the particular audience or according to the professional scholarly standards. Presentation of results is not organized in a meaningful narrative that Results are not presented to the particular audience or according to professional scholarly practitioner standards. Presentation of results is missing.
higher-education-masters-on-campus-handbook-fall-2017.docx