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E6925 CAPSTONE PROJECT
GUIDE TO THE CAPSTONE PORTFOLIO
Education Program
SEATTLE CAMPUS
ARGOSY UNIVERSITY
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Table of Contents
Introduction 3
Overview of Capstone Project 3
Argosy University Learning Outcomes 3
The Comprehensive Professional Portfolio 5
Construction of the Portfolio 7
Materials Needed 7Written Requirements 8Introductory Materials 8Section I 9Section II 11Section III 11Appendices for Portfolio 12
Appendices 13
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Introduction
Welcome to E6925 The Capstone Seminar. The Capstone is the culminating
activity of the Masters programs in Education at the Seattle Campus, of Argosy
University. Thus, it should be the very last class you take while at Argosy. Make sure that
all of your other coursework has been completed prior to enrolling in the Capstone
Seminar including finishing all incomplete coursework.
Graduation Requirements
A student is eligible for graduation in the MAED program when the following
requirements are met:
Satisfactory completion of all requirements in the program of study (a minimum
of 36 credit hours), including foundation, general program or concentration,elective requirements and the Capstone Project.
A grade point average of 3.0 or higher (on a scale of 4.0).
A completed Petition to Graduate submitted to campus administration.
Overview of the Capstone
This is a Capstone Project, determined by the advisor and campus, which focuses
on learning outcomes. The project may include a comprehensive examination,
comprehensive portfolio, or other relevant projects that incorporates reflection, analysis,
and application of theoretical material and classroom experience. The Seattle Campus of
Argosy University employs a Comprehensive Professional Portfolio to demonstrate
student mastery over the Argosy University Learning Outcomes.
The Learning Outcomes
There are two masters concentrations; Educational and Instructional Leadership
at the Seattle Campus of Argosy University. Each masters program has a required course
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of study. Your chosen course of study has prepared you to demonstrate mastery over
Argosy Universitys Learning Outcomes for your chosen degree. The Learning Outcomes
are:
1. Research and Theory: (Philosophy, Capstone Project, Best Products)
Educational Leaders make decisions based on research and supported theory.They use prominent research from best practices and other contextual data tomake recommendations about organizational operations, curriculum, assessment,and professional development.
2. Communication and Informational Literacy: (Philosophy, C.V., Reflections,Summative Statement)
Educational leaders effectively communicate a vision of educational excellence tothe learning community. They demonstrate multiple literacies (i.e., oral andwritten communication, information technology skills) to effectively support suchcommunication.
3. Critical Thinking and Problem Solving: (Capstone Project, Best Products)
Educational leaders develop systems that monitor their own thinking and reflecton past and present practices in analyzing complex educational issues andevaluating potential solutions.
4. Collaboration: (Best Products)
Educational leaders promote democratic values by respecting the ideas and talentsof those with whose care they are charged. They seek continuous improvementand use their knowledge and skills to collaborate with various stakeholders andconstituencies of the educational community.
5. Leadership: (C.V. and Best Products)
Educational leaders have an evolved leadership style that supports thedevelopment of others, is harmonious with democratic principles and besteducational practices, and focuses on student achievement as the ultimate goal ofthe learning community. They provide leadership at the institutional, state, andnational levels in various roles and responsibilities.
6. Ethics and Principles: (Philosophy, Reflections, Summative Statement)
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Educational leaders are bold in exhibiting and expecting accountability inintegrity, fairness, and ethical behavior. They demonstrate the ability to combineimpartiality, sensitivity, and concern for others in dealing with all constituencies.
7. Diversity: (Reflective Summary, Best Products)
Educational leaders appreciate the value of every individual and are committed totheir success. They implement educational policies and instructional practicesthat reflect cultural diversity.
8. Internship: (Best Products)
Through a program of field study, educational leaders have had the opportunity todemonstrate their knowledge and skills that contribute to their professionaldevelopment. They apply their knowledge and skills in a sustained and extensive
internship activity in a real world context to further develop the knowledge, skills,and dispositions required by national leadership standards.
9. Interpersonal Effectiveness: (Best Products and Reflective Summary)
Educational Leaders demonstrate positive relationship skills that promotepersonal and ethical professional development via effective communication,encouragement, empathy, and respect for others, self-awareness, and other-awareness.
Outcomes are evaluated through the Comprehensive Professional Portfolio and the
specific rubric associated with your program degree.
The Comprehensive Professional Portfolio
There are two types of portfolios; formative and summative. Portfolios used for
assessment during a students career are most commonly characterized by collections of
student work that exhibit to the faculty and other stakeholders the student's progress.
These formative portfolios are often known as working portfolios and are used to provide
guidance to students during their tenure in a class or program. Formative portfolios are
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generally started at the beginning of ones time in a program and travels with the student
throughout the program.
Summative portfolios are used for evaluation at the end of a students career and
are most often characterized by formal essays such as a philosophy statement and a
resume, revised collections of student work, and a culminating work product which can
be used by the student in future career or educational endeavors. Summative portfolios
also exhibit to the faculty and other stakeholders the student's comprehensive
achievement in given areas. Summative portfolios hence are comprehensive and are
constructed at the end of a students program.
Information about the students' skills, knowledge, development, quality of
writing, and critical thinking can be acquired through a comprehensive collection of work
samples. The department chair currently determines what information or students'
products should be collected and how these products will be used to evaluate or assess
student learning. These decisions are based on the academic unit's educational goals and
objectives and are guided by Argosy Universitys Program Outcomes. Portfolio
evaluation is a useful assessment tool because it allows faculty and stakeholders to
analyze an entire scope of student work in a timely fashion.
The Comprehensive Professional Portfolio used at the Seattle Campus of Argosy
University is a prescribed format which must include the following components outlined
below and explained in greater detail later in the Capstone Guide:
Currently there are no books required for the Capstone Seminar but the following
list of titles might be helpful to students who are not familiar with the various portfolios
and portfolio assessment.
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Costantino, P. M. (2002)Developing a professional teaching portfolio : a guide for
success. Boston: Allyn and Bacon
Satterthwaite, F. (2003). The career portfolio workbook: using the newest tool in your
job-hunting arsenal to impress employers and land a great job. New York:
McGraw-Hill.
Construction of the Comprehensive Professional Portfolio
Materials Needed:
A sturdy professional three ring binder that is large enough to hold all of the items
you will include in your portfolio. You may want to start assembling your portfolio first
to gauge how big a binder you will require. For example, if you are including a compact
disc in your portfolio you will need a binder large enough to hold that item. If on the
other hand, you have a VHS tape you will need a slightly larger binder to house that item.
Avoid the inclusion of oversize items such as bulletin boards or large projects. You may
wish to take pictures of such items and place them in your binder.
You will need tabbed dividers for each section of your portfolio. You may wish to
use plastic covers for various work products but do not use plastic covers for every one of
your exhibits.
Writing Requirements
Argosy University follows the American Psychological Association (2001).
Publication Manual of the American Psychological Association (5th ed.). The portfolio
should follow correct pagination, double spacing, headings, and citation formatting from
APA. Products created in other classes that were not required to be in APA format are not
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required to be revised into APA format. If the Capstone Project is a written product, it
must be in APA format.
Introductory Materials:
Cover Page
The cover page must be in the same format as prescribed by the American
Psychological Association (APA) style manual (see Appendix 1 for example).
Capstone Project Sign Off Sheet
The project sign off sheet needs to be toward the front of your portfolio. This
form is found in the appendix and must follow the cover page (see appendix 2).
Acknowledgements
Your journey through Argosy did not happen in a vacuum and it is professionally
responsible to acknowledge those: family, friends, teachers, colleagues, children, spouses,
partners, schools, businesses, etcetera who helped you complete your degree.
Table of Contents
Following the acknowledgements you will include a table of contents with correct
page location for each item of your portfolio.
Section 1
A Summative Statement for Your Professional Portfolio
You should have a summative statement introducing the items in your portfolio.
Such statements should include such questions as where your philosophical influences
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are derived from, a brief description of your employment and educational history, a brief
description of why you selected and included your course work projects, and what you
learned from your time in your chosen program concentration. You should allow between
3-7 pages for the summative statement which must be authored in APA style. You may
wish to use this statement to introduce your portfolio or you may wish to close it. I have
seen students divide their summative statement into an opening and a closing. Either is
fine by me. The point is that you should construct a narrative that provides an over view
or summary of what you learned during your tenure in your masters program at Argosy
University Seattle.
Philosophy of Education
Ideally your philosophy of education was already required of you from one of
your Educational Foundations classes. If not, the following are some views you may
wish to include in your philosophy statement:
TeachingAssessment and evaluationTeacher student relationshipKnowledgeLearningManagementLeadership
Curriculum Vita
A curriculum vita (c.v.) is similar to a resume in that it is a chronological history
of your educational career. Similar to a resume a c.v. begins with personal information
e.g. name, address, phone, etcetera. The next entry is education starting with the last
institution you earned a degree from followed by the next institution where you earned a
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degree. You should include the degree and certificates earned from each institution. You
also include any other post secondary institutions attended but you DO NOT include your
high school attendance.
Next list out the positions in education you have held including teaching or
academic internships. Next, follows publications, presentations at professional
organizations, grants applied to and funded. A sample c.v. is found Appendix 3. Below is
a link which can be of help in creating your curriculum vita.
http://www.quintcareers.com/curriculum_vitae.html
Section 2
Course work products (with reflective notes)
In section two you are to choose five (5) work projects or assignments from five (5)
different classes you have taken at Argosy University. These projects ought to be the best
examples of your work and should be revised before submitting them into your portfolio.
The projects can be any assignment, from any class, but they do need to be final
revisions. The projects can also be of any media be it Power Point, audio, video, essay.
You will need to construct a reflective note for each entry. Inclusive in the note should be
the reason why you include the item in your portfolio and how the project connects to the
other projects you selected in your portfolio. Each reflective passage ought to be between
200 500 words in length and must be in APA format.
Section 3
Capstone Project (something you will use after you graduate)
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If you need to include items in an appendix from either Section 2 or Section 3 of your
portfolio make sure to do so in the Portfolio Appendix. (Remember to include the
appendices in your table of contents).
Rubrics for Capstone
There will be three rubrics for your capstone: one that the student fills out in a self
evaluation and two rubrics for the Official Readers of the Capstone. It is the students
responsibility to insure that the 3 rubrics are in place in the Portfolio Appendix. You will
find the rubrics for grading the Capstone in Appendix D of this document. Make sure to
use the correct Degree Rubric for your degree: Educational Leadership or Instructional
Leadership.
Portfolio Sign Off Sheet
You must include as the last page of your portfolio the official Sign Off form. The Chair
of the Department and the sign off is the last page of your Capstone Portfolio, see
Appendix 5.
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Appendices for Capstone Guide
Appendix A Cover Page Example
Appendix B Approval to Submit
Appendix C C.V. Example
Appendix D Rubrics for Grading Portfolio
Appendix E Portfolio Sign Off Page
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APPENDIX A
Cover Sheet for Capstone Project
Title of Your Capstone
A Capstone Project
Submitted to theFaculty of Argosy University/Campus
in partial fulfillment ofthe requirements for the degree of
Master of Arts of Education
Your Full Name
Argosy University/Your Campus
Month Year
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Appendix BApproval to Submit
This is to certify that the Capstone Project of
(Insert Student Name)
Has been approved by the Chair of the School of Education
For the Capstone requirement for the
Master of Arts in Education (MAED)
At the (month and year) graduation
Chair of the School of Education Date
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Appendix C
CURRICULUM VITAEDaniel Mark Kmitta, Ed.D.
17650 134th Avenue #H304
Renton, WA 98058
425-277-2317 (Home)
425-923-3906 (Cell)
dankmitta@yahoo.com
EDUCATION BEYOND HIGH SCHOOL:
Ed.D., Foundations of Education, Research Methods, Peace Studies, June 1997,University of Cincinnati, Cincinnati, Ohio. Dissertation: Peaceful possibilities: three years of evaluative research of school based conflictresolution programs. Nominated for the Garvin Dissertation of the YearAward, College of Education, University of Cincinnati, 1997.
M.Ed., June 1991, Harvard University Graduate School of Education, Cambridge,Massachusetts.
B.S. Ed., June 1990, Secondary Education/Social Studies, Indiana University at
South Bend, South Bend, Indiana.Two years liberal arts education, 1984-86, Goshen College, Goshen, Indiana.
Chair, Division of Education and Human Development
Argosy University, Seattle, WA:
February, 2007
Recruited by the University President, Dr. Tom Dyer, to fill the role of;Director, Education and Human Development Program.
SELECTED TEACHING EXPERIENCE:
Adjunct Professor
Division of Education and Human Development
Argosy University, Seattle,WA:(Completed Socrates Training, Summer, 2006)
Graduate Course: E7136 History of Higher Education, Fall 2005 & Summer, 2006.Graduate Course: E7345 College Teaching, Summer, 2006.
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Graduate Course: E7805 Integrating Technology in the Classroom, Summer & Fall,2006.Graduate Course: E6100 Educational Research, Spring, 2006.Graduate Course: E6912 Secondary Education Teaching Methods, Spring, 2006.Graduate Course: R7036 Program Evaluation, Spring, 2006.
Graduate Course: E7111 Intro to Advanced Academic Study and Writing, Spring & Fall,2006 & Spring, 2007.Graduate Course: E7340 Curriculum Design, Summer & Fall, 2006.Graduate Course: E7834 Writing for Research and Professional Publication 2006.
Teaching Experience (cont.):
Adjunct Professor of Education
Education Program
University of Washington Tacoma, Tacoma, WA:
Graduate Courses:
TEDUC 503 Educational Measurement, Summer, 2006TEDUC 504 Understanding Ed. Research, Fall, 2005 & 06
Adjunct Professor of Education
Center for Education
Antioch University, Seattle, WA:
Graduate Courses:
EDU 502 Elementary Education Social Studies Methods, Spring, 2005EDU 556 Foundations of Education, Spring, 2005
Assistant Professor of Education,
College of Education,
University of Idaho, Moscow, ID:
Graduate Courses:
ED 687 Advanced Quantitative Data Analysis in Education, 2002 & 2003ED 684 Intermediate Quantitative Data Analysis, 2002-04ED 581 Introduction to Quantitative Data Analysis in Education, 2002ED 686 Advanced Planning and Design of Quantitative Research, 2000-03ED 582 Introduction to Research Methods, 1999-2004ED 582 IVC Introduction to Research Methods, 2001-03 (internet)ED 580 IVC Foundations of Educational Research, 2003 & 2004 (internet)EDTE 572 IVC Assessment and Evaluation in Education, 2001 (internet)
Undergraduate Courses:
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ED 468 History and Philosophy of Education, 1999-2001
Teaching Experience (cont.):
Visiting Professor,
College of Education and Allied Professions
Miami University, Oxford, OH:
Graduate Courses:
EDP 621 Classroom Group Behavior, Spring 1998 & 1999EDP 667 Behavioral Statistics for Educators, Summer 1998EDP 651 Research Methods and Techniques, Summer 1997 & 1998
Undergraduate Courses:
EDP303 Assessment and Evaluation in Educational Settings 1997-99.
Instructor,
Clermont College,
Batavia, Ohio:
Graduate Courses:
Cooperative Discipline, Spring 1997Mediation in Educational Settings, Summer 1996 & 1997The Theory and Practice of Conflict Resolution for Educators, Autumn 1995Research Methods and Techniques, Summer 1995
Instructor,
University of Cincinnati,
Cincinnati, OH:
Graduate Courses:
Research Methods and Techniques, Summer 1994-96, Winter 1997The Theory and Practice of Conflict Resolution for Educators, Summer 1993
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Undergraduate Courses:
Assessment and Evaluation, 1995-96Schooling and Teaching, 1994-95
Selected Curriculum Development:
Graduate Research Course Sequence: College of Education, University ofIdaho, Moscow, ID, 2002. (Co-authored statement of purpose, sequenceobjectives, and course outlines and syllabus for the quantitative classes)
Urban Education Certificate: Department of Educational Foundations, CollegeOf Education, University of Cincinnati, 1997. (Co-authored statement ofpurpose, objectives, and core course selection.)
Selected Course Development:
ED 687 Advanced Quantitative Analysis in Education. College of Education,
University of Idaho, an introduction to multivariate statistical procedures.
ED 684 Intermediate Quantitative Analysis in Education. College of
Education, University of Idaho, intermediate statistical procedures used in thesocial sciences.
Honors and Awards:
Recipient Outstanding Professor Award, Disability Student Services,University of Idaho, April 2004
Inducted, Phi Delta Kappa, Moscow, Idaho, Spring 2000 Nominated for Outstanding Professor Award, The Associated Student
Government, Miami University, February 1999Certificate of Appreciation, Alpha Delta Pi and Alpha Xi Delta, Miami,
University, 1998 & 1999Finalist, University of Cincinnati Teaching Assistant of the Year Award,University of
Cincinnati, May 1995
Selected Public Teaching Experience:
Teacher Certification: Grades 9-12, Social Studies, Massachusetts Certificate Number:
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300931 (LIFE) 1991South Bend Public Schools, South Bend, Indiana 1987-90. Substitute Teacher, K - 12.(Three short term contracts and one extended contract, April - May, 1989).
Private Teaching Experience:
Kelly Services, Substitute Teaching, Grades 9-12, Seattle, WA. 2004 2006.Private Tutor, 1984-96. Provided tutoring services to a wonderful variety of clients overthe 12 year period. Most contracts lasted for approximately six weeks although I did tutorone handicapped child for a full year. Fees are always based on an ability to pay scale.
Selected esearch Experience:
Research Analyst, Office of Institutional Research and Planning, University ofWashington Tacoma, Tacoma WA: 2006-2007. Perform a wide variety ofresearch and assessment tasks utilizing multiple data bases: SQL,
Access, and SPSS to mine and analyze data for use in the day to dayoperations at the University of Tacoma. In addition, responsible for thedevelopment, deployment, retrieval, analyses and interpretation of newsurveys developed out of the OIRP.
Graduate Student Research: College of Education, University of Idaho,Moscow, Idaho. 1999-present. Chaired 3 completed graduate studentdissertation and thesis committees, research member on 18 completeddissertations and theses.
Research Consultant: The Idaho Comprehensive Reading Assessment.University of Idaho, Moscow, Idaho. 1999-present. (Provided extensiveconsulting on the validity of the assessment.)
Statistical Consultant, College of Education, University of Cincinnati,Cincinnati, Ohio, Summer 1993-1996. (Statistical analysis on teachereducation reform data.)
Research Consultant, Department of Special Education, University of Florida,Gainesville, Florida, Spring, 1994-96. (Provided literature review andtechnical support for a research grant which was funded by theDepartment of Education).
Selected Assessment and Evaluation Experience:
Scoring Consultant, Pearson Measurement, SAT Project, March, 2005.(Scored the new SAT essay at the Auburn, WA facility.)
Evaluation Consultant, Nurturing Neighborhoods Grant: Dispute ResolutionsServices, Inc. Los Angeles, California, 2001. (Provided backgroundassistance for research demonstrating efficacy of CRE.
Evaluation Consultant, Higher Education Conflict Resolution Network,Wayne State University, Detroit, Michigan, 2001. (Developed an internetmodule used in evaluating conflict resolution trainings for colleges anduniversities.)
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SELECTED SCHOLARSHIP ACCOMPLISHMENTS:
Books:
Jones, T., and Kmitta, D., (2001) Evaluating your conflict resolution program: a
guide for educators and evaluators. Columbus, Ohio, Ohio Commission onDispute Resolution and Conflict Management .
Jones, T., and Kmitta, D., (2000) Does it work: the case for conflict resolution inour nations schools. Washington, D.C. Association of Conflict Resolution.
Selected Book Chapters:
Kmitta, D., Cunningham, B.J., and Irvine, K.N. (2002) Evaluation of trainingmodule. Warters, B., and Irvine, K.N. (Eds.) Program evaluation tools forcampus conflict resolution & mediation programs. Ann Arbor, Michigan,
Conflict Management in Higher Education Resource Center, Wayne StateUniversity.
Kmitta, D. (1999). Critical trends in media literacy. Gabbard, D.A. (Eds.).Power/knowledge and the politics of educational meaning: a teachers guide.
Hillsdale, New Jersey: Lawrence Earlbaum Associates, Publishers.
Book Reviews:
Soled, S.W., and Kmitta, D. (1997 Spring/Summer). Towards a theory of discipline:a review of Roger Slees changing theories and practices of discipline.Teachers and Teaching: Theory and Practice, 3 (1), 148 - 153.
Selected Refereed Publications:
Kmitta, D., and Davis, J. (Winter, 2004). Why PT3?: The Impact of Educational
Technology Upon Student Achievement. Contemporary Issues in Technology
and Teacher Education. 4(3), 323-344.
Davis, J., Canney, G., and Kmitta, D. (2003) A study of the effectiveness of using
computers to assess the phonic knowledge of preservice teachers. Computers
in the Schoosl, 20,4, 37-48.
Abdo, A., Fischer, J., and Kmitta, D. (2003) The use of the parental alliancemeasure with women parenting children with disabilities. Dimensions ofCounseling: Theory, Research and Practice.
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Kmitta, D. Jones, T. and Prichard, H. (2000-2001 Winter), A peaceful pedagogy:what is known about conflict resolution education. Childrens Legal RightsJournal, 20, 4, 24-30.
Other Publications:
Selected Monograph:
Blakeway, M. and Kmitta, D. (1998). Conflict resolution in educationresearch and evaluation synopsis and bibliography. Washington, D.C.:The National Institute for Dispute Resolution.
Selected Eric Document:
Kmitta, D., and Berlowitz, M.J. (1994 January). Evaluation of the Center forPeace Education Programs 1992-1993: Final Report. (ERIC DocumentReproduction Service No. ED 405 390).
Selected Conference Proceedings:
Canney, G., Kmitta, D., and Goelner, L (2004). The Idaho StatewideComprehensive Literacy Assessment for Preservice Teachers, K-8. TheSecond Annual Hawaii Education Conference, Honolulu, Hawaii,January 2004. Proceedings published in the International Journal OfLearning, Volume 10, 2004.
Kmitta, D., & Davis, J. (2003). Why PT3?: The Impact of EducationalTechnology
Upon Student Achievement. The Second Annual Hawaii EducationConference, Honolulu, Hawaii, January 2004. Proceedings published inthe International Journal Of Learning, Volume 10, 2004.
Selected Newsletters:
Jones, T., and Kmitta, D. (2000 May/June). Report from the USDE/CREnetCRE Research and Evaluation Symposium. The Fourth R Newsletter of
the Conflict Resolution Education Network. 91 1, 3-6.
Selected Technical Report:
Cross, K., and Kmitta, D. (2002) Idaho Character Education Pilot Report.Center for Evaluation, Research and Public Service, Idaho Departmentof Education, Moscow/Boise, Idaho.
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Selected Editorial Review:
Huck, S. Reading statistics and research 4th Ed. (2005) Boston, MA: Allyn & BaconJournal for Language Learning and Technology (2002-2004). Reviewer
Selected Professional Meeting Papers:
Canney, G., Kmitta, D., and Goelner, L (2004). The Idaho StatewideComprehensive Literacy Assessment for Preservice Teachers, K-8. TheSecond Annual Hawaii Education Conference, Honolulu, Hawaii, January2004.
Guilfoyle, K., and Kmitta, D. (2003) Developing/Organizing/Teaching aPhilosophical Foundations Research Class. Annual Meeting of the NorthernRocky Mountain Research Association, Jackson, Wyoming, October 2003.
Davis, J., and Kmitta, D. (2003). Why PT3?: The Impact of EducationalTechnology Upon Student Achievement. The 10th Annual InternationalLearning Conference, The International Learning Conference, London,England, Summer 2003.
Christy, C., Trevison, M., Canney, G., Gentry, D., Kmitta, D., and Goelner, L.,(2002). Idaho Comprehensive Literacy Assessment. Learning CenterConference, Beijing, China, July 2002.
Badger, S., and Kmitta, D. (2002). Stress Levels and Coping Style DifferenceBetween Online and Onground Students, National Conference for OnlineLearning, Tuscaloosa, Alabama, June 2002.
Selected Conferences Convened:
Kmitta, D. (1995 July). The FLOM follow-up conference: conflict resolution inthe schools: research agenda for the next decade -- a dialogue betweenresearchers, practitioners, and school systems. Seattle, Washington.
Selected Professional Activities:
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Assessment Reform Network, (ARN) Fairtest, Cambridge, MA 2000-2004. (Idahostate coordinator for ARN).
Member of the Committee for Academic Standards in the Academy, National
Educational Studies Association, 2001 2003.
Workshop Coordinator Classroom Assessment of Mathematics Performances,Coeur dAlene, Boise, Idaho Falls, Summer 2002.
Selected Grants and Contracts Awarded:
Kmitta, D., Davis, J., and Ewers, T. (Winter 2002) Eisenhower Grant, IdahoDepartment of Education, C.A.M.P. ($42,700)
Kmitta, D. (Summer 2000). University of Idaho Travel Grant. The University ofIdaho ($900)
Jones, T., Dyer Vargas, C., Kmitta, D., Cole, B., Bleckman, F., and Mayer, K. (May1995.) The comprehensive peer mediation evaluation project. SanFrancisco, California: Hewlett Foundation. ($250,000)
SERVICE:
Selective Major Committee Assignments:
Member, Academic Affairs Committee, Argosy University, Seattle 2007Member, Administrative Council airs Committee, Argosy University, Seattle 2007Member, NASC Standard II Sub-Committee, University of Idaho, 2002-03Co-Chair, NCATE Standard II Sub-Committee, College of Education, University ofIdaho, 2001-03Member, Advisory Board, Division of Teaching, Learning, and Leadership, Collegeof Education, University of Idaho, 2001-02
Selective Professional and Scholarly Organizations:
American Educational Research Association (AERA), 1993-2003, current.Pacific Northwest Association for Institutional Research, (PNAIR) current.American Educational Studies Association (AESA), 1993-2004Association of Conflict Resolution, (ACR) 2000-2003.Conflict Resolution Education Network, 2000National Institute for Dispute Resolution (NIDR) 2000.
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Peace Studies Association (PSA), 1995 and 1997National Association for Mediation in Education (NAME), 1993-95
Community Service:
1982-present Speaker at alcohol and drug treatment meetings, Idaho, Indiana,Ohio, Washington and Oregon.2004-present Relay for Life cancer fundraising2000-2004 Fairtest.Org2001, Booster, Kendrick Public Schools, Kendrick, Idaho.1997-98, Secretary, Conflict Resolution Services, Inc., Oxford, Ohio1997, June, Jury Duty, Hamilton County Court, Cincinnati, Ohio1992-1996 Member, Cincinnati Coalition for Progressive Politics19841990 Member The Around the Bend Coalition, South Bend, IN1982-1987 Volunteer American Red Cross, Elkhart, IN
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technology skills) to effectively
support such communication.
The students responses do not
demonstrate knowledge of abroad range of technologicalliteracies (i.e., softwareapplications, hardware, Web-based tools, etc.).
with APA style.Some references arecited parentheticallyand included in thereference list.Inappropriate use ofdirect quotations.
The studentsresponsesdemonstrate minimalknowledge of abroad range oftechnologicalliteracies (i.e.,softwareapplications,hardware, Web-based tools, etc.).
with APA style. Mostreferences are citedparenthetically andincluded in thereference list.Minimal and correctuse of directquotations.
The studentsresponsesdemonstrateadequate andappropriateknowledge of abroad range oftechnologicalliteracies (i.e.,softwareapplications,hardware, Web-based tools, etc.).
references are citedparenthetically andincluded in thereference list.Minimal and correctuse of directquotations.
The studentsresponsesdemonstrate anadvanced knowledgeof a broad range oftechnologicalliteracies (i.e.,softwareapplications,hardware, Web-based tools, etc.).
3. Critical Thinking and
Problem Solving:
Educational leaders develop
systems that monitor their own
thinking and reflect on past and
present practices in analyzing
complex educational issues and
evaluating potential solutions.
The students responses do not
address an educational problemand/or are based on opinionwithout support of appropriateresearch.
The students
responsessuperficially addressan educationalproblem withoutadequately assessingrelevant information,considering andevaluating possiblealternatives, anddefending an
The students
responses adequatelyexamine aneducational problemby gathering andassessing relevantinformation,considering andevaluating possiblealternatives, anddefending an
The students
responses fullyexamine aneducational issue bygathering andassessing relevantinformation,considering andevaluating possiblealternatives, anddefending an
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appropriate, well-reasoned solution orcourse of action.
appropriate, well-reasoned solution orcourse of action.
appropriate, well-reasoned solution orcourse of action.
4. Collaboration:
Educational leaders promote
democratic values by respecting
the ideas and talents of those
with whose care they are
charged. They seek continuous
improvement and use their
knowledge and skills to
collaborate with various
stakeholders and constituencies
of the educational community.
The students responses do notidentify all stakeholders and theirroles pertinent to the educational
issue.
The student does not workcollaboratively with the educationteam including academic advisor,capstone advisor, and anyadditional involved parties.
The studentsresponses somewhatidentify all
stakeholders andtheir roles pertinentto the educationalissue.
Occasionally, thestudent workscollaboratively withthe education teamincluding academicadvisor, capstoneadvisor, and anyadditional involvedparties.
The studentsresponses mostlyidentify all
stakeholders andtheir roles pertinentto the educationalissue.
The student workssomewhatcollaboratively withthe education teamincluding academicadvisor, capstoneadvisor, and anyadditional involvedparties.
The studentsresponses clearlyidentify all
stakeholders andtheir roles pertinentto the educationalissue.
The student workscollaboratively withthe education teamincluding academicadvisor, capstoneadvisor, and anyadditional involvedparties.
5. Leadership:
Educational leaders have an
evolved leadership style that
supports the development of
others, is harmonious with
democratic principles and best
educational practices, and
focuses on student achievement
as the ultimate goal of the
learning community. They
provide leadership at the
The students responses include at
least one of the following:
a. Providing leadership indifferent roles andresponsibilities.
b. Training, coaching, delegating,and motivating staff and othermembers of the educationalcommunity.
The students
responses include atleast two of thefollowing:
a. Providingleadership indifferent roles andresponsibilities.
b. Training,
The students
responses include atleast three of thefollowing:
a. Providingleadership indifferent roles andresponsibilities.
b. Training,
The students
responses include atleast four of thefollowing:
a. Providingleadership indifferent roles andresponsibilities.
b. Training,
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institutional, state, and national
levels in various roles and
responsibilities.
c. Supervising and evaluatingteaching and staff performance.
d. Leading or managing within apersonal work ethic that reflectsnational leadership standards.
e. Developing and articulating aninstitutional vision of learning.
f. Assessing contemporary issuesand the larger political, social,economic, legal and culturalinfluences on education.
g. Improving curriculum,instruction and assessment andutilizing best practices and soundeducational research.
h. Managing human resourcesand providing a safe, efficient and
effective educational institution.
coaching, delegating,and motivating staffand other membersof the educationalcommunity.
c. Supervising andevaluating teachingand staffperformance.
d. Leading ormanaging within apersonal work ethicthat reflects nationalleadership standards.
e. Developing andarticulating aninstitutional visionof learning.
f. Assessing
contemporary issuesand the largerpolitical, social,economic, legal andcultural influenceson education.
g. Improvingcurriculum,instruction and
coaching, delegating,and motivating staffand other membersof the educationalcommunity.
c. Supervising andevaluating teachingand staffperformance.
d. Leading ormanaging within apersonal work ethicthat reflects nationalleadership standards.
e. Developing andarticulating aninstitutional visionof learning.
f. Assessing
contemporary issuesand the largerpolitical, social,economic, legal andcultural influenceson education.
g. Improvingcurriculum,instruction and
coaching, delegating,and motivating staffand other membersof the educationalcommunity.
c. Supervising andevaluating teachingand staffperformance.
d. Leading ormanaging within apersonal work ethicthat reflects nationalleadership standards.
e. Developing andarticulating aninstitutional vision oflearning.
f. Assessing
contemporary issuesand the largerpolitical, social,economic, legal andcultural influenceson education.
g. Improvingcurriculum,instruction and
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assessment andutilizing bestpractices and soundeducational research.
h. Managing humanresources andproviding a safe,efficient andeffective educationalinstitution.
assessment andutilizing bestpractices and soundeducational research.
h. Managing humanresources andproviding a safe,efficient andeffective educationalinstitution.
assessment andutilizing bestpractices and soundeducational research.
h. Managing humanresources andproviding a safe,efficient andeffective educationalinstitution.
6. Ethics and Principles:
Educational leaders are bold in
exhibiting and expecting
accountability in integrity,
fairness, and ethical behavior.
They demonstrate the ability to
combine impartiality,
sensitivity, and concern forothers in dealing with all
constituencies.
The students responses do notconvey a respect for the rights ofother, adherence to theprofessional values of anorganization, and the ideals of ademocratic society.
The students responses do notdemonstrate impartiality,sensitivity, and a concern for allappropriate constituencies.
The studentsresponses minimallyconvey a respect forthe rights of other,adherence to theprofessional valuesof an organization,and the ideals of ademocratic society.
The studentsresponses minimally
demonstrateimpartiality,sensitivity, and aconcern for allappropriateconstituencies.
The studentsresponses adequatelyconvey a respect forthe rights of other,adherence to theprofessional valuesof an organization,and the ideals of ademocratic society.
The studentsresponses adequately
demonstrateimpartiality,sensitivity, and aconcern for allappropriateconstituencies.
The studentsresponses fullyconvey a respect forthe rights of other,adherence to theprofessional valuesof an organization,and the ideals of ademocratic society.
The studentsresponses fully
demonstrateimpartiality,sensitivity, and aconcern for allappropriateconstituencies.
7. Diversity:
Educational leaders appreciate
The students responses are notwell written with continuity,relevancy, bias free, and
The studentsresponses aremarginally written
The studentsresponses areadequately written
The studentsresponses are wellwritten with
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the value of every individual
and are committed to their
success. They implement
educational policies and
instructional practices that
reflect cultural diversity.
consideration of diversity in theworkplace and learningcommunity
with continuity,relevancy, bias free,and consideration ofdiversity in theworkplace andlearning community
with continuity,relevancy, bias free,and consideration ofdiversity in theworkplace andlearning community
continuity, relevancy,bias free, andconsideration ofdiversity in theworkplace andlearning community
9. Interpersonal Effectiveness:
Educational Leaders
demonstrate positive
relationship skills that promote
personal and ethical
professional development via
effective communication,
encouragement, empathy,
respect for others, self-
awareness, and other-
awareness.
The responses do not demonstratestudents ability to utilize
effective communication skills toreduce conflict, promote thegrowth of others, and sustainpositive interpersonal andorganizational relationships.
The responses do not demonstratestudents ability to facilitateconsensus building among keystakeholders in interpersonal andorganizational relationships.
The responsesminimally
demonstratestudents ability toutilize effectivecommunicationskills to reduceconflict, promote thegrowth of others,and sustain positiveinterpersonal andorganizationalrelationships.
The responsesminimallydemonstrate
students ability tofacilitate consensusbuilding among keystakeholders ininterpersonal andorganizationalrelationships.
The responsesmostly demonstrate
students ability toutilize effectivecommunicationskills to reduceconflict, promote thegrowth of others,and sustain positiveinterpersonal andorganizationalrelationships.
The responsesmostly demonstratestudents ability tofacilitate consensus
building among keystakeholders ininterpersonal andorganizationalrelationships.
The responses fullydemonstrate
students ability toutilize effectivecommunicationskills to reduceconflict, promote thegrowth of others, andsustain positiveinterpersonal andorganizationalrelationships.
The responses fullydemonstratestudents ability tofacilitate consensus
building among keystakeholders ininterpersonal andorganizationalrelationships.
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MAEd IL College of Education
Capstone Project Rubric Capstone Project
Program Learning Outcome 1- Unacceptable 2-Emerging 3-Proficient 4-Exemplary
1. Research and Theory:
Instructional Leaders make
decisions based on research and
supported theory. They use
prominent research from best
practices and other contextual
data to make recommendations
about organizational
operations, curriculum,
assessment, and professional
development.
Minimum types and sources ofmaterials were not researched
Project lacked application,multiple citations, APA adherence
Problem not identified/supportedby research
Significance of research not noted
Moderate types andsources of materialswere researched
Project demonstratedminimal application,multiple citations,APA adherence
Problemidentified/supportedby research
Significance of
research moderatelynoted
Adequate types andsources of materialswere well researched
Project demonstratedadequate application,multiple citations,APA adherence
Problem readilyidentified/supportedby research
Significance of
research noted
Exemplary types andsources of materialswere well researched
Project demonstratedexemplaryapplication, multiplecitations, APAadherence
Problem highlyidentified/supportedby research
Significance ofresearch fully noted
2. Communication and
Informational Literacy:
Instructional leaders effectively
communicate a vision of
educational excellence to the
learning community. They
demonstrate multiple literacies
The students responses do no citesources in correct APA style.Responses are not clear, concise,organized, and well supported inadherence with APA style. Mostreferences are not citedparenthetically or included in thereference list. Inappropriate use
The studentsresponses cite somesources in correctAPA style.Responses are notalways clear,concise, organized,and well supported
The studentsresponses cite mostsources in correctAPA style.Responses are clear,concise, organized,and well supported
The studentsresponses citesources in correctAPA style.Responses are clear,concise, organized,and well supportedusing multiple
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(i.e., oral and written
communication, information
technology skills) to effectively
support such communication.
of direct quotations.
The students responses do notdemonstrate knowledge of abroad range of technologicalliteracies (i.e., softwareapplications, hardware, Web-based tools, etc.).
using multiplesources in adherencewith APA style.Some references arecited parentheticallyand included in thereference list.Inappropriate use ofdirect quotations.
The studentsresponsesdemonstrate minimalknowledge of abroad range oftechnologicalliteracies (i.e.,softwareapplications,hardware, Web-based tools, etc.).
using multiplesources in adherencewith APA style. Mostreferences are citedparenthetically andincluded in thereference list.Minimal and correctuse of directquotations.
The studentsresponsesdemonstrateadequate andappropriateknowledge of abroad range oftechnologicalliteracies (i.e.,softwareapplications,hardware, Web-
based tools, etc.).
sources in adherencewith APA style. Allreferences are citedparenthetically andincluded in thereference list.Minimal and correct
use of directquotations.
The studentsresponsesdemonstrate anadvanced knowledgeof a broad range oftechnologicalliteracies (i.e.,softwareapplications,hardware, Web-based tools, etc.).
3. Critical Thinking and
Problem Solving:
Instructional leaders develop
systems that monitor their own
thinking and reflect on past and
present practices in analyzing
complex educational issues and
evaluating potential solutions.
The students responses do notaddress an educational problemand/or are based on opinionwithout support of appropriateresearch.
The studentsresponsessuperficially addressan educationalproblem withoutadequately assessingrelevant information,considering andevaluating possible
The studentsresponses adequatelyexamine aneducational problemby gathering andassessing relevantinformation,considering andevaluating possible
The studentsresponses fullyexamine aneducational issue bygathering andassessing relevantinformation,considering andevaluating possible
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alternatives, anddefending anappropriate, well-reasoned solution orcourse of action.
alternatives, anddefending anappropriate, well-reasoned solution orcourse of action.
alternatives, anddefending anappropriate, well-reasoned solution orcourse of action.
4. Collaboration:
Instructional leaders promote
democratic values by respecting
the ideas and talents of those
with whose care they are
charged. They seek continuous
improvement and use their
knowledge and skills to
collaborate with various
stakeholders and constituencies
of the educational community.
The students responses do not
identify all stakeholders and theirroles pertinent to the educationalissue.
The student does not workcollaboratively with the educationteam including academic advisor,capstone advisor, and anyadditional involved parties.
The students
responses somewhatidentify allstakeholders andtheir roles pertinentto the educationalissue.
Occasionally, thestudent workscollaboratively withthe education teamincluding academicadvisor, capstoneadvisor, and anyadditional involved
parties.
The students
responses mostlyidentify allstakeholders andtheir roles pertinentto the educationalissue.
The student workssomewhatcollaboratively withthe education teamincluding academicadvisor, capstoneadvisor, and anyadditional involved
parties.
The students
responses clearlyidentify allstakeholders andtheir roles pertinentto the educationalissue.
The student workscollaboratively withthe education teamincluding academicadvisor, capstoneadvisor, and anyadditional involvedparties.
5. Leadership:
Instructional leaders have an
evolved leadership style that
supports the development of
others, is harmonious with
democratic principles and best
educational practices, and
focuses on student achievement
as the ultimate goal of the
The students responses include atleast one of the following:
a. Synthesizing and mergingcurriculum and instructionaltheory to plan, teach instructionalprograms to increase studentachievement
The studentsresponses include atleast two of thefollowing:
a. Synthesizing andmerging curriculumand instructionaltheory to plan, teach
The studentsresponses include atleast three of thefollowing:
a. Synthesizing andmerging curriculumand instructionaltheory to plan, teach
The studentsresponses include atleast four of thefollowing:
a. Synthesizing andmerging curriculumand instructionaltheory to plan, teach
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learning community. They
synthesize and merge
curriculum and instructional
theory and design, to plan,
teach instructional programs
leading to improved student
achievement.
b. Monitoring and evaluatinginstructional processes, strategies,techniques, and methodologies toimprove student learning
c. Leading and teaching within apersonal work ethic andprofessional educationdispositions
d. Supporting an institutionalvision of learning.
e. Assessing contemporary issuesand the larger political, social,economic, legal and culturalinfluences on education.
f. Responding to research-basededucational change and reform.
instructionalprograms to increasestudent achievement
b. Monitoring andevaluatinginstructionalprocesses, strategies,techniques, andmethodologies toimprove studentlearning
c. Leading andteaching within apersonal work ethicand professionaleducationdispositions
d. Supporting aninstitutional visionof learning.
e. Assessingcontemporary issuesand the largerpolitical, social,economic, legal andcultural influenceson education.
f. Responding to
instructionalprograms to increasestudent achievement
b. Monitoring andevaluatinginstructionalprocesses, strategies,techniques, andmethodologies toimprove studentlearning
c. Leading andteaching within apersonal work ethicand professionaleducationdispositions
d. Supporting aninstitutional visionof learning.
e. Assessingcontemporary issuesand the largerpolitical, social,economic, legal andcultural influenceson education.
f. Responding to
instructionalprograms to increasestudent achievement
b. Monitoring andevaluatinginstructionalprocesses, strategies,techniques, andmethodologies toimprove studentlearning
c. Leading andteaching within apersonal work ethicand professionaleducationdispositions
d. Supporting aninstitutional vision oflearning.
e. Assessingcontemporary issuesand the largerpolitical, social,economic, legal andcultural influenceson education.
f. Responding to
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research-basededucational changeand reform.
research-basededucational changeand reform.
research-basededucational changeand reform.
6. Ethics and Principles:
Instructional Leaders are bold
in exhibiting and expecting
accountability in integrity,
fairness, and ethical behavior.
They demonstrate the ability to
combine impartiality,
sensitivity, and concern for
others in dealing with all
constituencies.
The students responses do notconvey a respect for the rights ofother, adherence to theprofessional values of an
organization, and the ideals of ademocratic society.
The students responses do notdemonstrate impartiality,sensitivity, and a concern for allappropriate constituencies.
The studentsresponses minimallyconvey a respect forthe rights of other,
adherence to theprofessional valuesof an organization,and the ideals of ademocratic society.
The studentsresponses minimallydemonstrateimpartiality,sensitivity, and aconcern for allappropriateconstituencies.
The studentsresponses adequatelyconvey a respect forthe rights of other,
adherence to theprofessional valuesof an organization,and the ideals of ademocratic society.
The studentsresponses adequatelydemonstrateimpartiality,sensitivity, and aconcern for allappropriateconstituencies.
The studentsresponses fullyconvey a respect forthe rights of other,
adherence to theprofessional valuesof an organization,and the ideals of ademocratic society.
The studentsresponses fullydemonstrateimpartiality,sensitivity, and aconcern for allappropriateconstituencies.
7. Diversity:
Instructional Leaders
appreciate the value of every
individual and are committed to
their success. They implement
educational policies and
instructional practices that
reflect cultural diversity.
The students responses are notwell written with continuity,relevancy, bias free, andconsideration of diversity in theworkplace and learningcommunity
The studentsresponses aremarginally writtenwith continuity,relevancy, bias free,and consideration ofdiversity in theworkplace andlearning community
The studentsresponses areadequately writtenwith continuity,relevancy, bias free,and consideration ofdiversity in theworkplace andlearning community
The studentsresponses are wellwritten withcontinuity, relevancy,bias free, andconsideration ofdiversity in theworkplace andlearning community
9. Interpersonal Effectiveness: The responses do not demonstrate The responses The responses The responses fully
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Educational Leaders
demonstrate positive
relationship skills that promotepersonal and ethical
professional development via
effective communication,
encouragement, empathy,
respect for others, self-
awareness, and other-
awareness.
students ability to utilizeeffective communication skills toreduce conflict, promote thegrowth of others, and sustainpositive interpersonal andorganizational relationships.
The responses do not demonstratestudents ability to facilitateconsensus building among keystakeholders in interpersonal andorganizational relationships.
minimallydemonstratestudents ability toutilize effectivecommunicationskills to reduceconflict, promote thegrowth of others,and sustain positiveinterpersonal andorganizationalrelationships.
The responsesminimallydemonstratestudents ability tofacilitate consensusbuilding among keystakeholders ininterpersonal andorganizationalrelationships.
mostly demonstratestudents ability toutilize effectivecommunicationskills to reduceconflict, promote thegrowth of others,and sustain positiveinterpersonal andorganizationalrelationships.
The responsesmostly demonstratestudents ability tofacilitate consensusbuilding among keystakeholders ininterpersonal andorganizationalrelationships.
demonstratestudents ability toutilize effectivecommunicationskills to reduceconflict, promote thegrowth of others, andsustain positiveinterpersonal andorganizationalrelationships.
The responses fullydemonstratestudents ability tofacilitate consensusbuilding among keystakeholders ininterpersonal andorganizationalrelationships.
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Scoring Sheet for Rubric Capstone MAED EL Seattle Campus Argosy University Summer2009
SCAU Capstone Guide,
Out Comes Score1-4*
Comments
Research & Theory
Communication andInformation Literacy
Critical Thinking and
Problem Solving
Collaboration
Leadership
Ethics & Principles
Diversity
Internship
InterpersonalEffectiveness
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Scoring Sheet for Rubric Capstone MAED IL Seattle Campus Argosy University Summer2009
SCAU Capstone Guide,
Out Comes Score1-4*
Comments
Research & Theory
Communication andInformation Literacy
Critical Thinking and
Problem Solving
Collaboration
Leadership
Ethics & Principles
Diversity
Internship
InterpersonalEffectiveness
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Appendix E
Master of Arts in Education (MAED)
Proposal Cover Sheet
Name: _________________________________________________________
Advisor: ________________________________________________________
Title of Capstone Project
Advisor Signature and Date:
________________________________________________________________________
Student Signature and Date:
________________________________________________________________________
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