1

Georgia Southern University

Higher Education Administration Program
Assessment #1
Rubric: Portfolio

End of Program

Student Name:___Jeff Patty___________

Evaluator:______Self-evaluation_____
Program Learning Outcome
Rating
1. Candidate is able to
demonstrate the ability to
reflect on program participation
by compiling an introduction.

2. Candidate is able to
document participation in
program assessment by
inclusion of key assessments in
the Portfolio.

Eagle ID:__ 900041710 ________

Date:____4/15/16_______________

Unacceptable
1
Candidate provides fragmented
or incomplete reflection on
program participation.

Acceptable
2
Candidate provides proficient
analysis of program
participation.

Candidate provides fragmented

or incomplete report of
participation in program
activities.

Candidate can clearly and

succinctly incorporate program
participation within the context
of overall program activities
and requirements.

Candidate fails to include the

three key assessments (Selfreflection, Professional
Development Plan, and
Historical Monograph) in the
Portfolio.

Candidate provides a welldeveloped reflection on

program participation
Candidate presents the three
key assessments in the
Portfolio.
Key assessments are clearly and
logically presented within the
context of the Portfolio.

Target
3
All aspects of Meets
Expectations proficiency in this
Learning Outcome are
demonstrated, plus the
following:
Interconnections between
program participation and
program activities are clearly
articulated.

All aspects of Meets

Expectations proficiency in the
Learning Outcome are
demonstrated, plus the
following:
Candidate demonstrates the
interconnections between the
key assessments and other
elements of the program.

Points Earned
Comments:
3 I feel this has been
accomplished both in
completion of the
introduction, but more
importantly the
academic journey
across the various
courses.

Comments:
3 All required
documents have been
included, but also all
major assignments
have also been
included. No grades
below an A.

3. Candidate is able to identify,

develop and articulate a plan to
correct any reported or
perceived deficiencies and to
improve any incomplete or
underdeveloped skills
demonstrated in the Portfolio.

4. Candidate is able to
demonstrate program
completion by developing and
writing a summary.

Candidate fails to identify any

reported deficiencies.
Candidate fails to identify any
incomplete or underdeveloped
skills.

Candidate clearly identifies

reported professional
deficiencies.
Candidate identifies incomplete
or underdeveloped skills.

Candidate fails to articulate a

plan for improvement.

Candidate presents a logical

plan for improvement of skills
that were identified during
program participation.

Candidate fails to present

sufficient examples of program
participation.

Candidate presents a Portfolio

that contains numerous
examples of work completed
during program matriculation.

Summary is fragmented or
incomplete.
Summary does not contain all
the specified elements.
Summary is not clearly written
or needs editing

Candidate presents a Portfolio

that contains examples of multimedia presentation.
Candidate includes all specified
elements of the summary.
Summary is clearly written and
demonstrates candidates
writing ability.

All aspects of Meet

Expectations proficiency in this
Learning Outcome are
demonstrated, plus the
following:
Candidate us able to
demonstrate the
interconnectedness of the plan
for improvement and
candidates participation in the
key assessments.

All aspects of Meets

Expectations proficiency in this
Learning Outcome are
demonstrated, plus the
following:
Candidate is able to
demonstrate an understanding
of the program activities and
the candidates assessment of
the benefits of program
participation.

Comments:
3 All coursework
was completed as
assigned. I tried to
learn something new
out of each course.
Several professors
suggested I pursue my
doctorate. At times,
coursework was
extremely difficult or
other life/work issues
competed for time and
attention, but I
persevered in the end.
Comments:
3 The practicum
experience has
allowed reflection on
the whole program
experience and also
allowed some of the
theory from other
courses to be applied
to the completion of
the actual project. I
can easily explain to
others the programs
benefits when asked.
I find myself often
drawing on something
learned and applying
it to work situations
and demonstrating

examples to my staff.
Rating Scale:
Score
Rating
4
Does not Meet Expectations
5-6
Does not Meet Expectations
7-9
Meets Expectations
10-12
Exceeds Expectations

Grade
65
75
85
95

Georgia Southern University

Higher Education Administration Program
Assessment #4: Internship
Rubric: Professional Practice Reflection
Student Name:
Jeff Patty
Evaluator:
Self-evaluation

EDLD 8735
Eagle ID: __ 900041710
Date: 4/15/16
__________

_____

Program Learning Outcome

Rating
1. Organization/Culture:
The candidate is able to define,
articulate and interpret personal
and professional perspectives of
the culture of a higher education
organization through practicum
work and self reflection.

Does Not Meet Expectations

1
The candidate provides
fragmented or incomplete
personal perspectives associated
with of the culture of a higher
education organization.
The candidate provides
fragmented or incomplete
professional perspectives
associated with of the culture of
a higher education organization

Meets Expectations
2
The candidate demonstrates a
thorough understanding of the
demands and challenges within a
higher education organization
Candidate is able to articulate
professional perspectives on the
demands and challenges related to
the culture of a higher education
organization

Exceeds Expectations
3
All aspects of Meets Expectations
proficiency in this Learning
Outcome are demonstrated, plus
the following:
Candidate is able to demonstrate
the interconnectivity between the
candidate's personal perspectives
on of the culture of a higher
education organization and how
these impact or influence the
candidate's professional
perspectives as a higher education
administrator.

2. Experience:
The candidate is able to
articulate and interpret personal
and professional perspectives of
his/her higher education
administration experience
through practicum work and self
reflection.

The candidate provides

fragmented or incomplete
personal perspectives of his/her
higher education administration
experience through practicum
work and self reflection.
The candidate provides
fragmented or incomplete
professional perspectives of
his/her higher education
administration experience
through practicum work and self
reflection.

The candidate demonstrates a

thorough understanding of the
demands and challenges within a
higher education organization
through his/her higher education
administration experience in the
practicum work and self reflection.
Candidate is able to articulate
professional perspectives on the
demands and challenges within a
higher education organization
through his/her higher education
administration experience in the
practicum work and self reflection.

All aspects of Meets Expectations

proficiency in this Learning
Outcome are demonstrated, plus
the following:
Candidate is able to demonstrate
the interconnectivity between the
candidate's personal perspectives
on his/her higher education
administration experience and .how
these impact or influence the
candidate's professional
perspectives of his/her higher
education administration
experience.

Points Earned
3 Ive spent 25 years in
higher education and this
has been a great capstone to
formalize my experience.
The program has allowed
me to better understand how
all of the various pieces of
higher education come
together to serve students.

3 Working on the
practicum outside of my
normal area of expertise
allows one to not only grow
personally, but it allows you
to understand the value
other areas of academia and
the issues they deal with. It
is easy to only identify with
your own areas
perspectives and have
blinders to others issues.
The practicum forces you to
work outside your comfort
zone. I have also been able
to utilize skills learned in

3. Philosophy:
The candidate is able to
articulate and interpret the
personal and professional higher
education philosophies of his/her
higher education administration
supervisor/mentor within the
practicum.

The candidate provides

fragmented or incomplete
information about personal
higher education philosophies of
his/her higher education
administration supervisor/mentor
within the practicum.
The candidate provides
fragmented or incomplete
information about professional
higher education philosophies of
his/her higher education
administration supervisor/mentor
within the practicum.

The candidate demonstrates a

thorough understanding of the
demands and challenges related to
adhering to personal higher
education philosophies within the
practicum.

4. Knowledge & Skills:

The candidate is able to
articulate and interpret the
knowledge & skills necessary for
a higher education administrator
within the practicum
environment.

The candidate provides

fragmented or incomplete
information about the knowledge
necessary for a higher education
administrator within the
practicum environment.
The candidate provides
fragmented or incomplete
information about the skills
necessary for a higher education
administrator within the
practicum environment.

The candidate demonstrates a

thorough understanding of the
knowledge necessary for a higher
education administrator within the
practicum environment.

Rating Scale:
Score
Rating
4
Does not Meet Expectations
5-7
Does not Meet Expectations
8-10
Meets Expectations
11-12
Exceeds Expectations

Grade
65
75
85
95

Candidate is able to articulate

professional perspectives on the
demands and challenges related to
adhering to professional higher
education philosophies within the
practicum.
.

Candidate is able to articulate

thorough understanding of the skills
necessary for a higher education
administrator within the practicum
environment.

All aspects of Meets Expectations

proficiency in this Learning
Outcome are demonstrated, plus
the following:
Candidate is able to demonstrate
the interconnectivity between the
supervisors/mentors personal
philosophies on higher education
administration and .how these
impact or influence the
supervisors/mentors professional
philosophies on higher education
administration.
All aspects of Meets Expectations
proficiency in this Learning
Outcome are demonstrated, plus
the following:
Candidate is able to demonstrate
the interconnectivity between the
knowledge necessary for a higher
education administrator and how
this impacts or influences the
skills and abilities necessary for a
higher education administrator.

other courses to apply

within the practicum
experience.
3 The chance to work
alongside another senior
colleague while
concentrating on factors
that affect a different
discipline area is invaluable.
Also, the conversations with
your mentor allows growth
in the overall decisionmaking process. You
cannot come out of the
experience unaffected in
how you consider new ideas
and decisions going
forward.
3 Ive been a higher
education administrator for
many years now, but the
chance to work outside of
my typical discipline area
has been a revelation. Also,
during the program I was
able to advance from CIO
to VP of Information
Technology & CIO. I will
be able to apply many new
ideas learned during the
program to real-world
issues and consider
alternate perspectives when
making decisions.

Dispositions Rubric for College of Education Graduate Programs

Candidates Name: _______Jeff Patty___________________________
Evaluator: Self and Dr. Toby S. Jenkins
Evaluation Interval: #1 ____

#2X

Course/Semester/Year: Spring 2016

Program: Med. Higher Education Administration

Other: End of Program

This instrument is used to rate each element relative to expectation levels of students within their current program. These expectations may
differ among programs due to different contexts and graduate levels.
Score using whole numbers 1, 2, or 3.
Unacceptable: Score of 1

Acceptable: Score of 2

Target: Score of 3

Candidate demonstrates the behavior below

70% of the time. When given feedback, the
candidate continues the behavior below 70%
of the time.

Candidate demonstrates the behavior

between 70% and 89% of the time due to
self-initiative and/or feedback.

Candidate demonstrates behavior 90% or more

of the time due to self-initiative and/or feedback.

Descriptor: rarely

Descriptor: regularly

Descriptor: consistently

1. Commitment to Knowledge, Skills, and Dispositions of the Profession

Unacceptable (1)
a.

b.

Acceptable (2)

Target (3)

Candidate rarely uses and applies current

educational research and theory related to inform
discipline specific educational practice.

Candidate regularly uses and applies current educational

research and theory to inform discipline specific
educational practice.

Candidate consistently uses and applies current

educational research and theory to inform
discipline specific educational practice.

Candidate rarely demonstrates professionalism in

decision making, rarely uses input from others, and
rarely is decisive when needed.

Candidate regularly demonstrates professionalism in

decision making, regularly uses input from others, and
regularly is decisive when needed.

Candidate consistently demonstrates

professionalism in decision making, consistently
uses input from others, and is consistently
decisive when needed.

Score
3

Comments: Entering the program 25 years after my undergraduate degree, I wasnt quite sure how difficult the coursework would be. I found myself to be a better student this time,
more dedicated, knowledgeable, and determined to achieve excellence. I believe my current 4.0 has been a testament to the hard work and dedication I now have in both my career
and educational pursuits.

2. Commitment to Diversity
Unacceptable (1)
a.

b.

Acceptable (2)

Candidate rarely plans educational practices that

demonstrate awareness, sensitivity, and expression
of fairness related to the commitment that all
students can learn regardless of differences (e.g.
ethnicity, gender, race, socioeconomic status,
exceptionalities, language, religion, sexual
orientation, and geographic area.)

Candidate regularly plans educational practices that

demonstrate awareness, sensitivity, and expression of
fairness related to the commitment that all students can
learn regardless of differences (e.g. ethnicity, gender,
race, socioeconomic status, exceptionalities, language,
religion, sexual orientation, and geographic area.)

Candidate rarely implements educational practices

that demonstrate awareness, sensitivity, and
expression of fairness related to the commitment
that all students can learn regardless of differences.

Candidate regularly implements educational practices

that demonstrate awareness, sensitivity, and expression
of fairness related to the commitment that all students
can learn regardless of differences.

Target (3)
Candidate consistently plans educational
practices that demonstrate awareness, sensitivity,
and expression of fairness related to the
commitment that all students can learn regardless
of differences (e.g. ethnicity, gender, race,
socioeconomic status, exceptionalities, language,
religion, sexual orientation, and geographic
area.)

Score

Candidate consistently implements educational

practices that demonstrate awareness, sensitivity,
and expression of fairness related to the
3
commitment that all students can learn regardless
of differences.
Comments: We all know diversity is very important. We increasingly live and work in a more diverse culture and world. We must learn to work alongside others and not only
become tolerable, but understand our differences that are important to each of us. I work and hire as diverse a staff as I am capable of finding in NW Georgia. Ive always
considered myself acceptable to others different than myself, with many of my choices of friends going back to high school. I ended up taking a multicultural course during the
program, as recommended by another student. This ended up being a challenging course, but well worth the eye opening exposure to new ideas surrounding multicultural diversity.

3.

Commitment to Technology
Unacceptable (1)

a.

Candidate rarely integrates technologies as

appropriate to maximize learning opportunities for
all students.

Acceptable (2)
Candidate regularly integrates technologies as
appropriate to maximize learning opportunities for all
students.

Target (3)
Candidate consistently integrates technologies as
appropriate to maximize learning opportunities for
all students.

Score
3

Comments: Since my background is technology, I hope that this element is something that I am uniquely qualified for. What was interesting, however, was the Instructional
Technology course. Although I didnt have any issues in dealing with new technologies in other areas of the program, this class did offer some challenges. My area of IT
experiences is certainly not in the instructional or classroom area and having to complete some of these assignments seemed very foreign to me. This required me to really stretch
my comfort zone and dig down to learn some of the new technologies being utilized in the classroom setting.

4. Commitment to the Practice of Continuous Reflection and Assessment

Unacceptable (1)
a.

b.

Acceptable (2)

Target (3)

Candidate rarely engages in systematic selfassessment and reflection.

Candidate regularly engages in systematic selfassessment and reflection.

Candidate consistently engages in systematic selfassessment and reflection.

Candidate rarely accepts and responds to feedback

in a professional manner.

Candidate regularly accepts and responds to feedback in

a professional manner.

Candidate consistently accepts and responds to

feedback in a professional manner.

Score

Comments: I believe these elements are what makes us grow. If you ever decide you have it all figured out, then you are probably way behind. The program and coursework will
push you outside of your comfort zone and challenge you. One must reflect upon and assess everything you do in search of new ideas and insights.

5. Commitment to Professional Conduct

Unacceptable (1)

Acceptable (2)

Target (3)

Score

Candidate rarely honors academic and professional

commitment (e.g., class meetings & assignments,
advisement meetings, scheduled chats & discussion
boards, field and/or clinical experiences).

Candidate regularly honors academic and professional

commitment (e.g., class meetings & assignments,
advisement meetings, scheduled chats & discussion
boards, field and/or clinical experiences).

Candidate consistently honors academic and

professional commitment (e.g., class meetings &
assignments, advisement meetings, scheduled
chats & discussion boards, field and/or clinical
experiences).

b.

Candidate rarely takes responsibility for his or her

actions.

Candidate regularly takes responsibility for his or her

actions.

Candidate consistently takes responsibility for his

or her actions.

c.

Candidate rarely acts professionally appropriate in

all settings (e.g. in person, email, phone calls,
online). This includes communication,
appearances, the sharing of personal information,
and relationships within the professional
environment.

Candidate regularly acts professionally appropriate in all

settings (e.g. in person, email, phone calls, online). This
includes communication, appearances, the sharing of
personal information, and relationships within the
professional environment.

Candidate consistently acts professionally

appropriate in all settings. (e.g. in person, email,
phone calls, online). This includes
communication, appearances, the sharing of
personal information, and relationships within the
professional environment.

Candidate rarely presents information that relates

to the profession and individual actions in an
honest and forthcoming manner.

Candidate regularly presents information that relates to

the profession and individual actions in an honest and
forthcoming manner.

Candidate consistently presents information that

relates to the profession and individual actions in
an honest and forthcoming manner.

a.

d.

Comments: To me this goes without saying. Ive been a leader on my job for many years. I believe in leading by example. I dont consider myself any better or in any position too

good to do all of the same work expected of my staff. I still try to help unload trucks, pull cabling, crawl under desks, and any other number of activities. How we present ourselves
is essential. We are not only reflecting ourselves, but our departments/divisions, and the institution we work for. I believe in conducting myself and work as a professional, both in
how I go about performing the duties of my job and how I relate to others.

Overall Total: ___33_ / 33

Unacceptable (1): 22 or below

Acceptable (2): 23 29

Target (3): 30 33

Overall Score: ___33__