Missouri State University
Quality Initiative Project (QIP) Public Affairs Assessment
Scoring Rubric
The Quality Initiative is part of our HLC Open Pathways accreditation process. The Quality Initiative Project (QIP) at Missouri State University will help us better
document how our students meet the goals of the public affairs mission. In the summer of 2012, a group of faculty on the QIP task force developed this scoring
rubric to assess student work related to public affairs and diversity goals. (Read the original QIP proposal and HLC feedback.)
Our Public Affairs Mission
The three broad themes of the public affairs mission can be articulated as:
Ethical Leadership
Goal: Students will articulate their value systems, act ethically within the context of a democratic society, and demonstrate engaged and principled
leadership.
Cultural Competence
Goal: Students will recognize and respect multiple perspectives and cultures.
Community Engagement
Goal: Students will recognize the importance of contributing their knowledge and experiences to their own communities and the broader society and the
importance of scientific principles in the generation of sound public policy.
This rubric will allow reviewers to place student work submitted for the QIP on a continuum from developing to advanced levels of public affairs understanding
and application. This project does not evaluate individual faculty/staff, courses, or departments. Aggregate results from this public affairs assessment will be
shared with the campus and HLC through the Office of Assessment QIP web pages. The Assessment Council and Faculty Senate will be invited to review the
annual results, provide feedback, and make recommendations as needed.
To help curricular and co-curricular units align their efforts with the QIP, goals from certain areas have been cross walked to this rubric using the following codes:
GE = General Education Learning Goals and Outcomes
PEU = Professional Education Unit General Learning Outcomes
SA = Student Affairs Learning Domains
SDPA = Student Development and Public Affairs Unit Goals
More detailed information about this public affairs assessment and links to online forms can be found at http://www.missouristate.edu/assessment/QIP.htm.
Ethical Leadership: Students will articulate their value systems, act ethically within the context of a democratic society and demonstrate engaged and principled
leadership.
QIP
Knowledge Category
Goal
EL.1 Ethical self-awareness
Advanced
(Synthesis/Evaluation)
Evaluate the impact of personal
ethical behavior on personal,
academic, professional, and/or
community life. (SA 7a, 7b; SDPA
4, 6)
Critique the underlying tenets of
ethical theories/models/views. (SA
2a, 3b; SDPA 4)
Defend a course of action to an
ethical dilemma and/or critique
alternative actions. (SA 2a, 2c;
SDPA 4, 6)
Evaluate or model the methods
used to conduct an ethical inquiry
or investigation. (SA 3b; SDPA 4, 6)
Established
(Application/Analysis)
Describe the origins and evolution
of personal ethical values and
behaviors. (SA 7a, 7b; SDPA 4)
Developing
(Knowledge/Comprehension)
Identify personal ethical values and
how those values are congruent
with personal behaviors. (GE 14.1;
SA 7a, 7b; SDPA 4)
Compare and contrast ethical
theories/models/views. (SA 3b;
SDPA 4)
Analyze complex ethical dilemmas
including possible
interrelationships among the
issues. (GE 14.4; SDPA 4)
Differentiate alternative
approaches to ethical inquiry or
investigation. (SA 3b; SDPA 4, 6)
Describe the foundations for
ethical thought and action. (GE
14.2; SDPA 4)
Recognize and identify the ethical
aspects of issues. (SDPA 4)
Evaluate a societal problem from
multiple ethical perspectives and
defend a potential solution. (SA
1c, 1d, 2a, 2c, 3a, 3b 5a, 5b)
Critique how leaders’ ethical or
unethical decisions impact others.
(SA 1c, 2a, 2c, 3b, 5b; SDPA 4, 6)
Examine different ethical
perspectives on societal problems
and/or potential solutions. (SA 1c,
1d, 3a, 3b, 5a, 5b)
Interpret how leaders’ ethical or
unethical decisions impact others.
(SA 1c, 5b; SDPA 4, 6)
EL.2
Ethical theories, models,
and views
EL.3
Ethical dilemma
recognition
EL.4
Ethical dimensions
and complexities
EL.5
Ethical perspectives on
social problems
EL.6
Ethical decision making
and leadership
EL.7
Legal/ethical/professional Evaluate legal/ethical/
standards
professional standards within
schools and/or communities. (PEU
5; SA 1b, 1c, 3b, 5a, 5b; SDPA 4, 6)
Respect for diversity and Assess the impact of respect for
individual differences
diversity and individual differences
on ethical decision-making. (PEU 6;
SA 4a, 4b, 4c; SDPA 4, 6)
EL.8
Analyze legal/ethical/
professional standards within
schools and/or communities. (PEU
5; SA 1b, 1c, 3b, 5a, 5b; SDPA 4, 6)
Demonstrate or give examples of
respect for diversity and individual
differences in ethical decisionmaking. (PEU 6; SA 2a, 3a, 4a, 4b,
4c; SDPA 4, 6)
Identify areas of difficulty in
responding to situations
demanding ethical inquiry. (GE
14.3; SDPA 6)
Identify the causes of societal
problems and potential solutions
from an ethical perspective. (GE
14.5; SA 1c, 1d, 3a, 5a, 5b; SDPA 4)
Describe how personal decisions
can impact one’s ability to lead
effectively. (GE 14.6; SA 1c, 5b;
SDPA 6)
Describe legal/ethical/
professional standards within
schools and/or communities. (PEU
5; SA 1b, 1c, 2a, 5a, 5b; SDPA 4, 6)
Recognize the importance of
diversity and individual differences
in ethical decision-making. (PEU 6;
SA 4a, 4b, 4c; SDPA 4, 6)
Not
present
Cultural Competence: Students will recognize and respect multiple perspectives and cultures.
QIP
Knowledge Category
Goal
CC.1 Cultural knowledge
CC.2
Cultural awareness of self
and others
CC.3
Cultural practices and
perspectives of self and
others past and present
CC.4
Interactions with people
from diverse cultures
CC.5
Respect for cultural,
individual, and role
differences
Advanced
(Synthesis/Evaluation)
Critique or produce one or more
creative ideas, events, and/or other
contributions to culture. (SA 1c,
2c)
Evaluate beliefs, perspectives, and
behaviors acquired in home,
schools, and other communities.
(SA 1c, 3b, 4a, 4c, 7b; SDPA 4)
Evaluate similarities and
differences and/or synthesize
cultural practices and perspectives
of self and others. (PEU 3; SA 1c,
2a, 3b, 4a, 4c; SDPA 4)
Model or evaluate best practices
for working/interacting with people
from diverse cultures. (SA 1c, 3b,
4c, 4d, 4e; SDPA 1)
Model respect for and/or
respectfully critique cultural,
individual and role differences.
(PEU 4; SA 4a, 4b, 4c, 7b; SDPA 1,
6)
Established
(Application/Analysis)
Analyze how one or more creative
ideas, events, and/or other
contributions have shaped culture.
(SA 3b)
Examine and articulate beliefs,
perspectives, and behaviors
acquired in home, schools, and
other communities. (GE 13.1; SA
2a, 4a, 4c, 7b; SDPA 4)
Examine and articulate similarities
and differences between cultural
practices and perspectives of self
and others. (GE 13.2; PEU 3; SA 2a,
4a, 4c; SDPA 4)
Examine the importance of
working/interacting with people
from diverse cultures and
articulate best practices for doing
so. (SA 4c, 4d)
Demonstrate respectful awareness
of cultural, individual and role
differences. (PEU 4; SA 4a, 4b, 4c,
7b; SDPA 1)
Developing
(Knowledge/Comprehension)
Identify one or more creative
ideas, events, and/or other
contributions that shape culture.
Describe beliefs, perspectives, and
behaviors acquired in home,
schools, and other communities.
(SA 2a, 4a, 4c, 7b; SDPA 4)
Recognize similarities and
differences between cultural
practices and perspectives of self
and others. (PEU 3; SA 4a, 4c; SDPA
4)
Recognize the importance of and
approaches to working/interacting
with people from diverse cultures.
(GE 13.3; SA 4c, 4d)
Recognize the importance of
respect for cultural, individual, and
role differences. (PEU 4; SA 4a, 4b,
4c, 7b)
Not
present
Community Engagement: Students will recognize the importance of contributing their knowledge and experiences to their own communities and the broader
society and the importance of scientific principles in the generation of sound public policy.
QIP
Knowledge Categories
Goal
CE.1 Personal rights and
responsibilities in the
community and broader
society.
CE.2 Civic rights and
responsibilities
Advanced
(Synthesis/Evaluation)
Evaluate the personal rights and
responsibilities people have in their
own communities and the broader
society. (SA 1c, 7b; SDPA 6)
Critique the ways in which people
exercise their rights and
responsibilities. (SA 2a, 5b; SDPA 6)
Established
(Application/Analysis)
Analyze personal rights and
responsibilities people have in their
own communities and the broader
society. (SA 1c, 7b; SDPA 6)
Differentiate the ways in which
people exercise their rights and
responsibilities. (SA 5b; SDPA 6)
CE.3
Disciplinary knowledge
regarding civic and
political issues
Examine connections between
academic field(s) and civic/political
issues. (SA 1b, 1c, 3b)
CE.4
Disciplinary contributions
to society
CE.5
Role of individuals as
originators of human
creativity
University’s and/or
surrounding community’s
needs
Integrate knowledge from
academic field(s), making relevant
connections to civic and political
participation. (GE 12.3; SA 1b, 1c,
3b; SDPA 6)
Evaluate contributions of
disciplinary knowledge to society.
(SA 1b, 3b; SDPA 4)
Interpret how individual
contributions to knowledge have
influenced society. (SA 1b, 1d, 3b)
Evaluate the needs of the
communities to which they belong
and/or strategies to address those
needs. (SA 1c, 1d, 5a, 5b; SDPA 5)
Model or Evaluate appropriate
relationships within the workplace,
community, and broader society.
(PEU 1; SA 3c, 3d, 6a, 6d; SDPA 2, 6)
Evaluate the nature of diversity in
the community and/or model best
practices in working with diverse
others. (PEU 2; SA 4a, 4b, 4c, 5d;
SDPA 1, 6)
CE.6
CE.7
Relationships within the
workplace, community,
and/or broader society
CE.8
Diversity in the
community
Examine contributions of
disciplinary knowledge to society.
(SA 1b, 3b; SDPA 4)
Explain how individual contributions
to knowledge influence society. (SA
1b, 1d, 2a, 3b)
Investigate the needs of the
communities to which they belong
and how to address those needs.
(GE 12.4; SA 1c, 5a, 5b; SDPA 5)
Examine relationships within the
workplace, community, and
broader society. (PEU 1; SDPA 6)
Analyze the nature of diversity in
the community and/or best
practices in working with diverse
others. (PEU 2; SA 1c, 4a, 4b, 4c)
Developing
(Knowledge/Comprehension)
Identify the personal rights and
responsibilities people have in their
own communities and the broader
society. (GE 12.1; SA 7b; SDPA 1, 6)
Recognize the ways in which
people can exercise their rights and
responsibilities. (GE 12.2; SA 5b;
SDPA 1, 6)
Recognize connections between
academic field(s) and civic/political
issues. (SA 1b, 1c, 3b)
Identify contributions of
disciplinary knowledge to society.
(SA 1b, 3b; SDPA 4)
Identify a major individual creative
contribution, event, or idea that has
shaped society. (SA 1b, 1d, 3b)
Recognize the needs of the
communities to which they belong.
(GE 12.4; SA 5a, 5b)
Describe relationships within the
workplace, community, and
broader society. (PEU 1; SA 2a, 6d;
SDPA 6)
Explain the nature of diversity in
the community and/or best
practices in working with diverse
others. (PEU 2; SA 4a, 4b, 4c)
Not
present