Entomology and Nematology Research Proposal Presentation (Oral and Written) -Revised April

Entomology and Nematology Research Proposal Presentation (Oral and Written) -revised April 2013

Student Date ____ Committee member______

Student Learning 4 - Exemplary 3 - Proficient 2- 1 - Unacceptable Outcome M ar gi na l SLO 3 Cont □ Demonstrates a thorough □ Demonstrates adequate □ Demonstrate □ Does not demonstrate ext understanding of context, consideration of context, s awareness attention to context, Written skills 1 and audience, and purpose audience and purpose, and a of context, audience, and purpose purp that focuses all elements clear focus of the work. audience, of the work. (max. 20 points, min. 5 ose of the work. and purpose points) of the work. Cont □ Consistently uses □ Consistently uses □ Use □ Does not use ent appropriate, relevant and appropriate, relevant, and appropriate appropriate and deve compelling content to compelling content to and relevant relevant content to lopm illustrate mastery of the explore ideas within the content to develop simple ideas in ent subject, conveying the subject. develop and some parts of the work. writer’s understanding. explore ideas throughout most of the work. Conv □ Detailed attention to and □ Consistent use of important □ Follows □ Does not use a entio successful execution of all conventions specific to the expectations consistent system for ns conventions specific to discipline. appropriate basic organization and the discipline for specific presentation. (organization, content, discipline for presentation, formatting, organization, style) content and presentation . Sour □ Demonstrates skillful use □ Demonstrates consistent use □ Demonstrate □ Does not use sources to ces of high-quality, credible, of credible, relevant sources s an attempt support ideas. and relevant sources to to support ideas. to use evid develop ideas that are credible ence appropriate. and/or relevant sources to support ideas. Synt □ Uses language that □ Uses straightforward □ Uses □ Uses language that ax skillfully communicates language that generally language sometimes impedes and meaning to readers with conveys meaning to readers that meaning because of mec clarity and fluency, and is and has few errors. generally errors in usage. hani virtually error-free. conveys cs meaning to readers with clarity but may include errors.

Student Learning 4 - Exemplary 3 - Proficient 2- 1 - Unacceptable Outcome M ar gi na l SLO 3 Orga □ Organizational pattern is □ Organizational pattern is □ Organization □ No organizational nizat clearly and consistently clearly and consistently al pattern is pattern observable Oral presentation ion observable, is skillful, and observable intermittentl skills2 (spec makes the content of the y observable ific presentation cohesive (max. 20 points, min. 5 intro points) ducti on and concl usion , sequ ence of mate rial in body , and trans ition s) Lang □ Language choices enhance □ Language choices generally □ Language □ Language choices are uage the effectiveness of the support the effectiveness of choices unclear and minimally presentation and are the presentation and are partially support the appropriate for the appropriate for the support the effectiveness of the audience. audience. effectiveness presentation and are of the not appropriate for the presentation audience. and are appropriate for the audience. Deliv □ Delivery techniques make □ Delivery techniques make □ Delivery □ Delivery techniques ery the presentation the presentation interesting techniques detract from the (post compelling, and speaker and speaker appears make the understandability of the ure, appears polished and comfortable. presentation presentation and use confident. understanda speaker appears of ble, and uncomfortable. point speaker er, appears eye tentative. cont act, vocal expr essiv enes s) Supp □ A variety of supporting □ Supporting materials make □ Supporting □ Insufficient supporting ortin materials makes appropriate reference to materials materials make g appropriate reference to information or analysis that make reference to mate information or analysis generally supports the appropriate information or analysis rial that significantly supports presentation. reference to that minimally supports (expl the presentation. information the presentation. anati or analysis ons, that partially exam supports the ples, presentation illust . ratio ns, figur es, phot os, diagr ams, statis tics) Cent □ Central message is □ Central message is clear and □ Central □ Central message can be ral compelling (strongly consistent with the message is deduced, but is not mess stated, appropriately supporting material. basically explicitly stated in the age repeated, memorable and understanda presentation. strongly supported). ble but is not often repeated or is not memorable.

Student Learning 4 - Exemplary 3 - Proficient 2- 1 - Unacceptable Outcome M ar gi na l SLO 4 –M.S. SLO 5 – Has □ Clear statement of the □ Statement of research □ Unclear □ Unclear statement of PhD state research problem with problem with associated statement of research problem AND d the well stated associated rationale research rationale for Critical thinking and resea rationale problem OR undertaking the application of inquiry rch rationale for research is not well and analysis3 probl undertaking developed em the research (max. 20 points, min. 5 clearl is not well points) y, developed provi ding moti vatio n for unde rtaki ng the resea rch Dem □ Clearly states the value of □ States the value of proposed □ Recognizes □ Doesn’t recognize the onstr the proposed research research the value of potential value of the ated the research proposed research the but didn’t pote state ntial explicitly value of solut ion to the resea rch probl em in adva ncing kno wled ge withi n the area of stud y Dem □ Synthesizes in-depth □ Presents in-depth □ Presents □ Presents information onstr information from relevant information from relevant information from irrelevant sources ates sources representing sources presenting various from representing limited soun various points of points of view/approaches relevant points of d view/approaches sources view/approaches kno representing wled limited ge of points of litera view/approa ture ches in the area, and of prior work on the speci fic resea rch probl em Plan □ Highly creative and □ Somewhat creative and □ Research not □ Research neither ned original with well-defined original with well-defined very creative creative nor original resea hypotheses or objectives hypotheses or objectives and original AND hypotheses or rch is OR objectives not well- creat hypotheses defined ive or objectives and not well- origi defined nal with well- defin ed hypo thes es or objec tives Has □ All elements of the □ Critical elements of the □ Critical □ Design of experiments prop methodology are skillfully methodology are elements of demonstrates a osed developed. Appropriate appropriately developed, the misunderstanding of the soun methodology may be however, more subtle methodology methodology d synthesized from across elements are ignored or are missing, state disciplines or from unaccounted for incorrectly -of- relevant sub-disciplines developed, the or unfocused field resea rch meth ods/t ools to solve the defin ed probl em and has descr ibed the meth ods/t ools effec tively SLO Achievement

These scores do not determine whether the student passes or fails the research proposal presentation. They are for the student and supervisor’s information to determine areas of strength and weakness that can be remedied before the conduct of the research and completion of the thesis or dissertation. All committee members should fill out a form and copies should be delivered to the Graduate Coordinator’s office for deposit in the student’s file. Supervisory committee chair - please share the results of this evaluation with your student, either summarizing their strengths/weaknesses or showing the individual score sheets.

SLO 3 (written communication skills) = ______(maximum 20, minimum 5)

SLO 3 (oral communication skills) = ______(maximum 20, minimum 5)

SLO 4 (M.S.) or 5 (PhD) (critical thinking ability) = ______(maximum 20, minimum 5)

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