Student presents a thorough and complete Executive Summary with rich, articulate, and well-reasoned responses to all of the questions posed in the assignment and eloquently embeds them into a cohesive and compelling Executive Summary, with direct and relevant references to the Course and Program Outcomes.

Points: 9.3 (9.3%)

Student presents an Executive Summary with well-reasoned responses to all of the questions posed in the assignment and embeds them into an Executive Summary with references to the Course and Program Outcomes.

Points: 8.5 (8.5%)

Student presents an Executive Summary of the course that addresses the questions posed in the assignment and makes some connections to the Course and Program Outcomes. Some examples and resources support thinking.

Points: 7.5 (7.5%)

Student provides cursory coverage of some or all the questions posed as part of the requirements for the Executive Summary or does not address all of the questions, although he/she does provide a summary of one or two.

Points: 0 (0%)

Not submitted or little to no evidence of addressing the criterion.

Points: 10 (10%)

Student provides a comprehensive summary of his/her main lessons from the course and how those support his/her achievement of at least two course outcomes providing a rich assessment of the main ideas or conclusions he/she has taken from the experience in the course including assessing how these will affect his/her practices now and in the future.

Points: 9.3 (9.3%)

Student provides a summary of his/her main lessons from the course and how those support his/her achievement of one or two course outcomes providing an assessment of the main ideas or conclusions he/she has taken from the experience in the course including assessing how these will affect his/her practices now and in the future.

Points: 8.5 (8.5%)

Student provides a description of the main lessons of the course and how those relate to his/her achievement of course and program outcomes as well as how these will affect his/her practices now and in the future.

Points: 7.5 (7.5%)

Student summarizes a few main points from the classroom, but does not create an Executive Summary aligned with the expectations as outlined in the document provided in the classroom.

Points: 0 (0%)

Not submitted or little to no evidence of addressing the criterion.

Points: 5 (5%)

Student begins the Executive Summary with a compelling statement of its purpose and presents a succinct and cohesive summary that focuses on the main outcomes he/she ascertained from the course and his/her experience in engaging in the assignments and discussions. Relevant examples and resources support thinking.

Points: 4.65 (4.65%)

Student begins the Executive Summary with a statement of its purpose and presents a succinct summary that focuses on the main outcomes he/she ascertained from the course and his/her experience in engaging in the assignments and discussions. Examples and resources support thinking.

Points: 4.25 (4.25%)

Student begins the Executive Summary with a clear statement of its purpose and presents a summary that focuses on the main outcomes he/she acquired from the course and his/her experience in engaging in the assignments and discussions. Some examples and resources support thinking.

Points: 3.75 (3.75%)

Student summarizes a few main points from the classroom, but does not create an Executive Summary aligned with the expectations as outlined in the document provided in the classroom. Few examples or resources support thinking.

Points: 0 (0%)

Not submitted or little to no evidence of addressing the criterion.

Points: 5 (5%)

Student provides a thorough and detailed explanation for why he/she chose to highlight the content and topics, providing relevant details and examples, discusses each main point in the order in which it was encountered in the classroom, and organizes his/her thoughts logically and with clarity. Relevant examples and resources support thinking.

Points: 4.65 (4.65%)

Student provides an explanation for why he/she chose to highlight the content and topic, providing supporting details and examples, discusses each main point in the order in which it was encountered in the classroom, and organizes his/her thoughts logically. Examples and resources support thinking.

Points: 4.25 (4.25%)

Student provides an explanation with some details of each main point in the order in which it was encountered in the classroom, and organizes his/her thoughts logically. Some examples and resources support thinking.

Points: 3.75 (3.75%)

Student summarizes a few main points from the classroom, but does not create Executive Summary content aligned with the expectations as outlined in the document provided in the classroom. Few examples or resources support thinking.

Points: 0 (0%)

Not submitted or little to no evidence of addressing the criterion.

Points: 5 (5%)

The Executive Summary is clear and organized; concise (no more than 3 paragraphs); and the student writes in non-technical language and defines any language that may not be familiar to his/her audience. Student presents a brief and cogent conclusion at the end of the summary that enables the reader to synthesize the information provided. Relevant examples and resources support thinking.

Points: 4.65 (4.65%)

The Executive Summary is clear and organized; concise (no more than 3 paragraphs); and the student mostly writes in non-technical language. Student presents a brief and cogent conclusion at the end of the summary that enables the reader to synthesize the information provided. Examples and resources support thinking.

Points: 4.25 (4.25%)

The Executive Summary is clear, concise (no more than 3 paragraphs), and written in non-technical language. Student presents a brief conclusion at the end of the summary that enables the reader to somewhat synthesize the information provided. Some examples and resources support thinking.

Points: 3.75 (3.75%)

Student summarizes a few main points from the classroom, but does not create an Executive Summary aligned with the expectations as provided in the classroom and/or student does not present a brief and clear conclusion at the end of the summary that enables the reader to synthesize the information provided. Few examples or resources support thinking.

Points: 0 (0%)

Not submitted or little to no evidence of addressing the criterion.

Points: 5 (5%)

Student presents a detailed strategy for his/her personal and professional life and explicitly demonstrates how that strategy will enable him/her to be the innovation leader described in the Week 7 Individual Reflection, providing specific examples and observations to support the strategy, and identifying risks or challenges that potentially exist and suggests ways to address those.

Points: 4.65 (4.65%)

Student presents a strategy for his/her personal and professional life and explicitly demonstrates how that strategy will enable him/her to be the innovation leader described in the Week 7 Individual Reflection, providing examples and observations that supports the strategy, and identifies risks or challenges that potentially exist.

Points: 4.25 (4.25%)

Student presents a focused and succinct strategy for his/her personal and professional life that will enable him/her to be the innovation leader as described in the Week 7 Individual Reflection.

Points: 3.75 (3.75%)

Student briefly describes the innovation leader he/she aspires to be as described in the Week 7 Individual Reflection.

Points: 0 (0%)

Not submitted or little to no evidence of addressing the criterion.

Points: 5 (5%)

Student lists three areas he/she could focus on for his/her innovation strategy relative to his/her own organization, an organization for which he/she would aspire to work, or the student’s personal life providing a thorough and detailed description of the importance of each of the focus areas chosen and providing relevant examples with support from the course resources.

Points: 4.65 (4.65%)

Student lists three areas he/she could focus on for his/her innovation strategy relative to the his/her own organization, an organization for which he/she would aspire to work, or his/her personal life providing a thorough description of the importance of each of the focus areas chosen and providing examples with support from the course resources.

Points: 4.25 (4.25%)

Student lists three areas he/she could focus on for his/her innovation strategy relative to the his/her own organization, an organization for which he/she would aspire to work, or his/her personal life providing a description with some details of the importance of each of the focus areas chosen and providing some examples with support from the course resources.

Points: 3.75 (3.75%)

Student provides a cursory review of his/her findings with a few observations.

Points: 0 (0%)

Not submitted or little to no evidence of addressing the criterion.

Points: 5 (5%)

Student provides a thorough and detailed description of how he/she will measure progress toward his or her success. Relevant examples and resources support thinking.

Points: 4.65 (4.65%)

Student provides a thorough description of how he/she will measure progress toward his or her success. Examples and resources support thinking.

Points: 4.25 (4.25%)

Student provides a description with some details of how he/she will measure progress toward his or her success. Some examples and resources support thinking.

Points: 3.75 (3.75%)

Student provides a cursory review of his/her findings with a few observations.

Points: 0 (0%)

Not submitted or little to no evidence of addressing the criterion.

Points: 5 (5%)

Student provides a thorough and detailed description of how being an innovation leader could potentially enable him/her to foster positive social change with a detailed assessment of the extent to which he/she thinks innovation can contribute to positive social change and a salient example to support the student’s position.

Points: 4.65 (4.65%)

Student provides a description of how being an innovation leader could potentially enable him/her to foster positive social change with an assessment of the extent to which he/she thinks innovation can contribute to positive social change and an example to support the student’s position.

Points: 4.25 (4.25%)

Student provides a description with some details of how being an innovation leader could potentially enable him/her to foster positive social change with an explanation of the extent to which he/she thinks innovation can contribute to positive social change and an example to support the student’s position.

Points: 3.75 (3.75%)

Student provides a cursory review of his/her findings with a few observations.

Points: 0 (0%)

Not submitted or little to no evidence of addressing the criterion.

Points: 10 (10%)

Student delineates at least one new specific goal for personal and professional development assessing the importance of the goal(s) by providing concrete and specific examples/observations that support why the goal is important, assesses the personal or professional value expected from achieving the goal(s), and cohesively integrates course resources into his/her definition and assessment of the new goal(s).

Points: 9.3 (9.3%)

Student defines at least one new goal for personal and professional development explaining the importance of the goal(s) by providing specific examples/observations that support why the goal is important, explaining the personal or professional value expected from achieving the goal(s, and integrates resources from the course into his/her definition of the new goal(s).

Points: 8.5 (8.5%)

Student identifies a new goal for personal and professional development with an explanation as to why the goal was selected, why it is important, the personal or professional value he/she expects from achieving the goal, and how the goal relates to the resources from the course.

Points: 7.5 (7.5%)

Student provides a new goal and a cursory description of why it is important.

Points: 0 (0%)

Not submitted or little to no evidence of addressing the criterion.

Points: 10 (10%)

Student evaluates at least three of the most important lessons he/she is taking from this course, explains how those lessons will shape his/her future enabling him/her to make a positive difference, and provides at least three concrete and specific examples illustrating how the learning supports his/her goal(s) for being or becoming an effective agent for positive social change.

Points: 9.3 (9.3%)

Student explains at least three of the most important lessons he/she is taking from this course, explains how those lessons will shape his/her future enabling him/her to make a positive difference, and provides at least three examples illustrating how the learning supports his/her goal(s) for being or becoming an effective agent for positive social change.

Points: 8.5 (8.5%)

Student describes some lessons he/she is taking from this course, describes how those lessons will shape his/her future and enable him/her to make a positive difference, provides some examples illustrating how the learning supports his or her goal(s) for being or becoming an effective agent for positive social change.

Points: 7.5 (7.5%)

Student provides a cursory description with vague or missing details linking his or her knowledge from the course to goal(s) for making a positive change, but does not provide specific or relevant examples of how he/she will use the learning from the course to further his or her efforts to promote positive social change.

Points: 0 (0%)

Not submitted or little to no evidence of addressing the criterion.

Points: 10 (10%)

Student exhibits evidence of thoughtful critical analysis and thinking; careful examination is made of assumptions and possible biases, with detailed supporting rationale. Writing synthesizes the classroom experiences and content; analyzes patterns or connections between theory and practice; and draws logical conclusions based on well-reasoned arguments. New questions may be presented based on synthesis of ideas and input.

Points: 9.3 (9.3%)

Student exhibits evidence of thoughtful critical analysis and thinking; examination is made of assumptions and possible biases, with supporting rationale. Writing synthesizes the classroom experiences and content; analyzes patterns or connections between theory and practice; and draws logical conclusions based on well-reasoned arguments. New questions may be presented based on synthesis of ideas and input.

Points: 8.5 (8.5%)

Student exhibits some evidence of thoughtful critical analysis and thinking; some examination is made of assumptions and possible biases, with rationale. Writing somewhat synthesizes the classroom experiences and content; analyzes patterns or connections between theory and practice; or draws logical conclusions based on well-reasoned arguments.

Points: 7.5 (7.5%)

Student exhibits little or no evidence of thoughtful critical analysis and thinking; minimal examination is made of assumptions and possible biases, with rationale. Writing minimally synthesizes the classroom experiences and content; analyzes patterns or connections between theory and practice; or draws logical conclusions based on well-reasoned arguments.

Points: 0 (0%)

Not submitted or little to no evidence of addressing the criterion.

Points: 5 (5%)

Writing is clear, logical, well-organized and appropriate. Work is free from spelling and grammar/syntax errors. Tone is professional and free from bias (i.e., sexism, racism). There are no errors.

Points: 4.65 (4.65%)

Writing is mostly clear, logical, and organized. Few, if any spelling and grammar/syntax issues are noted. Overall, a few sections need additional editing, but generally, work appears proofread. Tone is professional and free from bias (i.e., sexism, racism). There are one or two minor errors.

Points: 4.25 (4.25%)

The main points are clear and organized. Some spelling, grammar/syntax issues are noted. Tone is professional and free from bias (i.e., sexism, racism).

Points: 3.75 (3.75%)

There are key sections that lack organization or logical flow. Many spelling, grammar/syntax issues are noted. Work requires additional proofreading.

Points: 0 (0%)

Not submitted or little to no evidence of addressing the criterion.

Points: 5 (5%)

Student effectively and directly integrates discussion/assignment content with relevant and compelling personal experiences, additional research, or current events from credible news sources. Specifically adds a new and/or different insight or perspective on the subject area(s) being discussed or treated in the assignment.

Points: 4.65 (4.65%)

Student offers personal experiences, additional research, or current events from credible news sources, discussing their relevance, but does not specifically add new or different insights or perspectives on the subject areas(s) being discussed or treated in the assignment.

Points: 4.25 (4.25%)

Student offers some examples of how the content of the discussion/application applies to real-world scenarios with general discussion of why those examples are relevant.

Points: 3.75 (3.75%)

Student offers brief or cursory descriptions of personal experiences, additional research, or current events from credible news sources.

Points: 0 (0%)

Not submitted or little to no evidence of addressing the criterion.

Points: 5 (5%)

Student demonstrates full adherence to scholarly or credible reference requirements and adheres to APA style with respect to source attribution and references. There are no APA errors.

Points: 4.65 (4.65%)

Student demonstrates full adherence to scholarly or credible reference requirements and adheres to APA style with respect to source attribution and references. There are one or two minor errors in APA style or format.

Points: 4.25 (4.25%)

Student addresses guidelines for scholarly or credible references and/or APA style with respect to source attribution and references. Some errors in APA format and style are evident.

Points: 3.75 (3.75%)

Student demonstrates inconsistent adherence to scholarly reference requirements and/or inconsistent adherence to APA style with respect to source attribution and references. Significant and/or numerous errors in APA format and style are evident.

Points: 0 (0%)

Not submitted or little to no evidence of addressing the criterion.