Exemplary Acceptable Developing Comments □ □ □ Refers to Refers to some Refers to University & Accurate current/accurate outdated or inaccurate Division learning University & Division University & Division outcomes that are learning outcomes outcomes inaccurate (or missing) III. Signature Program/Service Overview Exemplary Acceptable Developing Comments □ □ □ Clearly states the States a purpose, but is Missing or unclear purpose or intent in somewhat vague or purpose Purpose terms of who, what, over-simplified and why Goals □ □ □ Clearly states goals for Goals for the for the the program/service program/service are program/service are vague missing or unclear □ □ □ Provides detailed Provides Little or no detailed information on the minimal/sufficient information about the time, place, scope of detail that allows an program/service itself Explicit the program/service uninformed reader to which leave the that an uninformed understand uninformed reader reader can easily completely lost understand □ □ □ Clarity Clear, concise, succinct Is clear but verbose Unclear and understandable □ □ □ Conveys the importance Importance is implied, Makes no claims that of the program/service or relies on the set this program/service and explains why it is reviewer’s previous apart from others considered a knowledge of the originating in the Enduring/Importance and program/service; functional area; “signature” essential component of program/service is an program/service is a the functional area ancillary component of non-essential the functional area component of the functional area IV. Methods and Procedures Exemplary Acceptable Developing Comments
Exemplary Acceptable Developing Comments Accurate □ Refers to current/accurate University & Division learning outcomes □ Refers to some outdated or inaccurate University & Division outcomes □ Refers to University & Division learning outcomes that are inaccurate (or missing) III. Signature Program/Service Overview Exemplary Acceptable Developing Comments Purpose □ Clearly states the purpose or intent in terms of who, what, and why □ States a purpose, but is somewhat vague or over-simplified □ Missing or unclear purpose Goals □ Clearly states goals for the program/service □ Goals for the program/service are vague □ for the program/service are missing or unclear Explicit □ Provides detailed information on the time, place, scope of the program/service that an uninformed reader can easily understand □ Provides minimal/sufficient detail that allows an uninformed reader to understand □ Little or no detailed information about the program/service itself which leave the uninformed reader completely lost Clarity □ Clear, concise, succinct and understandable □ Is clear but verbose □ Unclear Enduring/Importance □ Conveys the importance of the program/service and explains why it is considered a “signature” and essential component of the functional area □ Importance is implied, or relies on the reviewer’s previous knowledge of the program/service; program/service is an ancillary component of the functional area □ Makes no claims that set this program/service apart from others originating in the functional area; program/service is a non-essential component of the functional area IV. Methods and Procedures Exemplary Acceptable Developing Comments
SigProgramRubric.docx