The major component of the class is developing and persuasively
presenting a thoughtful, in-depth analysis of an issue challenging
education both in writing and in oral presentation using a presentation
software package (Microsoft's PowerPoint). Since you will implement
this component as part of a team, each member will receive the
grade assigned to the team.
The other course components for evaluation consist of (a) one
scanning abstract and (b) your individual critique of an issue
analysis paper. The scanning abstracts are important in assisting
us identify the critical issues that we want to work on this semester;
the critiques are important to classmates in the development of
their written communication skills.
Criteria for Issue Analysis Critiques. The overall criteria
for your critique is how helpful your critique will be to the
authors. This requires both attention to the quality of writing
(i.e., is it clear? could a sentence/paragraph be expressed more
clearly?) including the quality of style (i.e., use of active
voice instead of passive voice, grammar). You may want to refer
the authors to specific pages in the APA manual or to a specific
URL in Strunk's Elements of Style.
I suggest that you begin your critique with pointing out your
overall evaluation of the major strengths and weaknesses of the
paper. Note that each issue analysis paper is written according
a specified outline. Are there any significant omissions or excesses
in coverage? Please note where material is weak, incomplete, or
hard to follow. Is a section too long? Too short? How can it be
made more useful? Remember: the purpose of the critique is to
be helpful to your colleagues in presenting a stronger paper.
This is hard work, but is a critical skill for you in your work
as an educational leader.
The specific evaluation components and their relative weight are
|Issue analysis paper
|Issue analysis presenta
|Written critique of issue analysis paper
Grades will follow the Graduate School's definition: an "H"
represents genuinely superior performance; a "P" represents
that quality of work normally expected of graduate students at
this university; an "L" represents an assessment that
the quality of work examined is below expectations; an "F"
represents an assessment of doubt that the student can improve
the quality of work to the point of successful completion of a
degree program. Usually, a student receiving a grade below "P"
will be given the option of revising it to improve the grade to
"P." Incompletes will not convert to a grade higher
than "P" unless the incomplete is based upon illness
or similarly unpredictable personal or family event.